SCIMATP Module

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TOPIC 1: Introduction to Physics of Materials

Figure 1. Physics in an Automobile

The picture shows how physics concepts are involved in an automobile. The different branches of physics and its applications are portrayed to the different parts of a Volkswagen car. NUMBER OF MEETINGS: (2) Class Meeting

OBJECTIVES By the end of the lesson, the student will be able to: 1. Define physics and describe its relationship to the study of new materials. 2. Identify the different branches of physics from which structure and properties of

materials are distinguished 3. Recognize the contribution of physicists and their discoveries in relation to materials

and its benefit to society. 4. Create a technological innovation that will be used by mankind fifty years from now.

MATERIALS/EQUIPMENT Multimedia Projector Thin Client Computer LCD Monitor Speakers Wireless Presenter with Laser Pointer Activity Sheet on “Imagining a Technological Innovation Fifty Years from Now”

prepared by Dr. Voltaire Mistades

STUDENTS’ INITIAL IDEAS ABOUT TOPIC/THEME

Physics is the study of matter and energy. Gadgets and computers are made from advance materials.

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Excellent products are associated with the quality of the material.

KEY CONCEPT POINTS FOR UNDERSTANDING 1. Physics is the understanding of nature. It is a natural science that studies matter,

motion, energy, and force. It explains how the universe behaves.

2. Physics interconnects with other disciplines, such as medical physics, solid physics, atmospheric physics, econophysics, and geophysics just to name a few. Novel ideas in physics explains the fundamental concepts and introducing new opportunities of research in other disciplines in physical sciences and mathematics such as computational physics, chemical physics, and materials physics which is to use physics to describe the functions of materials which this course would like to focus.

3. Physics creates significant contributions in modern technology that arise from its

theoretical understanding. For example, advances in the understanding of electromagnetism led to the development of electricity, radio, telephone, television, computers, and other appliances. The study of nuclear physics led to the development of nuclear energy. Physics of thermodynamics led to the development of industrialization.

PROCEDURE/ACTIVITIES/DISCUSSION/PROCESSING QUESTIONS

1st Class Meeting

1. The Instructor introduces him/herself and discusses the SCIMATP syllabus. It’s

important to emphasize the following: course description, learning outcomes, final course output, grading system, learning plan, resources, and the policies and guidelines of the course. Ask the class if they have understood everything and start with the lesson proper. NOTE: To start the lesson proper, the Instructor leads the discussion by asking students the definition of Physics. Write in the blackboard the different definitions and summarized their answers. Find a commonality in their answers to establish the exact definition: Physics is the understanding of nature. It is a natural science that studies matter, motion, energy, and force. It explains how the universe behaves. The instructor may use the Thin Client to further explain the topic.

http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_2012/Chapter1_2012/Chapter1_2012.html

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2. As the discussion progressesand the importance of its interdisciplinary role to other areas in the physical sciences such as computational physics, chemical physics, and materials physics just to name a few of them.

Figure 4. Different Branches in Physics, its

3. Since the course is focused on new materials, the Instructor should lead in discussing the role of physics in the discovery of modern technology. Enumerate the contributions of famous physicist such as Galileo, Newton, Maxwell, and Einstein on

SCIMATP

Figure 2. What is Physics?

As the discussion progresses, the Instructor connects the different branches of physics and the importance of its interdisciplinary role to other areas in the physical sciences such as computational physics, chemical physics, and materials physics just to name a

Figure 3. Branches of Physics

Different Branches in Physics, its Varied Subjects, and Examples of Materials Being U

Since the course is focused on new materials, the Instructor should lead in discussing the role of physics in the discovery of modern technology. Enumerate the contributions of famous physicist such as Galileo, Newton, Maxwell, and Einstein on

, the Instructor connects the different branches of physics and the importance of its interdisciplinary role to other areas in the physical sciences such as computational physics, chemical physics, and materials physics just to name a

Examples of Materials Being Used

Since the course is focused on new materials, the Instructor should lead in discussing the role of physics in the discovery of modern technology. Enumerate the contributions of famous physicist such as Galileo, Newton, Maxwell, and Einstein on

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the theoretical understanding of physics that led to the advancement of modern society. The instructor may use the Thin Client to further explain the topic concerning the following: Galileo on gravity and space travel, Newton on motion and the automotive industry, Maxwell on electricity and magnetism and its role in household electricity, and Einstein on nuclear energy. The biography of the famous scientist can be downloaded from the following sites:

http://galileo.rice.edu/galileo.html http://www.biography.com/people/isaac-newton-

9422656#&awesm=~oF5kEJwIJliq5N http://www.biography.com/people/james-c-maxwell-

9403463#awesm=~oF5l6eC3cOfm1u http://www.nobelprize.org/nobel_prizes/physics/laureates/1921/einstein-bio.html

4. The Instructor may also show the Filipino Inventors and Scientists with their

discoveries. http://www.dlsu.edu.ph/library/webliography/biographies/phil_inventors.asp http://inventors.about.com/od/filipinoscientists/ http://liveinthephilippines.com/content/11-filipino-inventions-and-their-

inventors/

5. Works of other inventors and scientist can be research at the Philippine Patent office and the Department of Science and Technology.

http://www.ipophil.gov.ph/ http://www.dost.gov.ph/

2nd Class Meeting

1. The Instructor starts the class by asking a question if they have watched the movie the

KNOWING where Nicolas Cage is an M.I.T. professor who associates a cryptic list of numbers from a time capsule to past and future tragedies and sets out to avoid a catastrophic event. The Instructor may use the Thin Client Computer to show the movie trailer. The trailer movie can be downloaded from this site:

http://www.imdb.com/title/tt0448011/?ref_=nm_flmg_act_24

After showing the movie trailer, focus on the first part of the movie where the students were asked to create an invention they will use fifty years after. Using the movie scene as a spin-off for the first activity made by Dr. Voltaire Mistades, SCIMATP Activity Number 1: Create a technological innovation that will be used by mankind fifty years from now, which can be downloaded from this website:

http://www.dlsu.edu.ph/academics/colleges/cos/physics/modules.asp

NOTE: The students may use the search engine for facts and specifics of the current

product but they will need to site their reference and summary of their search in their own words.

2. The Instructor must emphasize that the activity must be done individually. After

which the students are asked to submit their activity sheets and the Instructor selects five (5) most creative inventions among the students work. The student who made the invention will be asked to share his/her creative work to the class by describing the current device, gadget, product and its innovation in the future.

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NOTE: The Instructor may opt to choose a group activity to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their creative work.

3. While the discussion of the class progresses, the Instructor facilitates learning based

on the sharing about the materials that was used in the invention, its physical properties, functionality, and its importance to society.

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SCIMATP Activity Number 1: Create a technological innovation that will be used by mankind fifty years from now

The technological advances we benefit today (e.g. cellphone, internet,

biodegradable plastics, solar cells, lightweight materials for airplanes, medical implants, night vision goggles, etc.) would seem too impossible for someone who lived in the 1950’s – yet nowadays we often take them for granted. At the left column, think of one technological innovation currently in existence. Sketch / Draw the device and describe it. At the right column, allow your imagination to fly and think of a device or gadget that you’d like to see forty years from now.

20____ (current year) 20____ (50 years after) Draw a sketch of the device here: Name: _____________________________

Functions:

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

What is it made of?

__________________________________

__________________________________

__________________________________

What is its size, texture, weight?

__________________________________

__________________________________

__________________________________

Draw a sketch of the device here: Your proposed name for the device:

__________________________________

What will it be made of?

__________________________________

__________________________________

__________________________________

__________________________________

How will it benefit mankind?

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

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ASSESSMENT

Performance Task Create a technological innovation that will be used by mankind fifty years from now

Assessment Checklist

The invention will be assessed based on creativity (30%), explanation of the

product (40%), and presentation (30%). Student Name: ___________________________________________Rubric Score: _________ Rubric for Create a technological innovation that will be used by mankind fifty years from now

Criterion Excellent (4)

Good (3)

Satisfactory (2)

Needs Improvement

(1) Creativity (30%)

Very Creative/ Innovative

Product Improvement

Product is Functional

Product does not work

Product explanation (40%)

Very good product description, very easy to understand

With product discussion but not easy to understand

Without product discussion but functional

Without product discussion and not functional

Presentation (30%)

Product exceptionally attractive in terms of design, layout, and neatness.

The product is attractive in terms of design, layout and neatness.

The product is acceptably attractive though it may be a bit messy.

The product is distractingly messy or very poorly designed. It is not attractive.

Figure Credits: Figure 1: http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_2012/Chapter1_2012/images/Physics-of-Cars.jpg Figure 2: http://cdn.xump.com/What-is-Physics-About-300A.jpg Figure 3: http://www.batesville.k12.in.us/physics/phynet/mechanics/Images/mech_diagram.gif Figure 4: http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_2012/Chapter1_2012/images/Branches_of_Physics.jpg

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TOPIC 2 Physical Quantities and Units of Measurements

Figure 5. Measuring Instruments

The picture shows a ruler, a balance with weights, and a sand clock. How do you

define mass, length, and time? Can they be defined?

NUMBER OF MEETINGS: (4) Class Meetings

OBJECTIVES

By the end of the lesson, the student will be able to:

1. Operationally define standards of length, mass, and time. 2. Show a derived unit of physical quantity. 3. State the physical quantities of nature. 4. Distinguish the relationship between different physical quantities 5. Illustrate the conversion of one unit of measurement into another. 6. Define and use the rules of significant figures in doing measurements. 7. Use the concept of estimates and orders of magnitude in solving problems of

measurements 8. Design a student bedroom for a DLSU student

Materials/Equipment

Multimedia Projector Thin Client Computer LCD Monitor Speakers Wireless Presenter with Laser Pointer Activity Sheet Number 2 Significant Figures/Design a student bedroom for a DLSU

student Rectangular Lego Block, 25 centavo coin, DLSU ID Card, Ruler, Vernier Caliper,

micrometer caliper


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• Length, mass, and time are indefinable. • Length is associated with a ruler or meter stick. Mass is to a balance while time is a

stopwatch. • Vectors and scalar are physical quantities. • Vector is a quantity with both magnitude and direction while scalar quantity is

magnitude only. • Magnitude is a number and without direction. • Work and energy are vectors. • The concept significant figures are the same as rules for rounding off numbers. • Estimation is an approximate value.

KEY CONCEPT POINTS FOR UNDERSTANDING 1. The language of physics is mathematics and physical quantities are described by

magnitude or magnitude with direction.

2. Length, mass, and time are defined operationally.

3. Combining physical quantities will result to a derived unit of measurement. For example, distance over time is speed which is meters per second, mass multiplied by acceleration due to gravity is weight which is kilogram meters per second square or equivalent to a Newton, and velocity over time is acceleration which is meters per second-square.

4. Physical quantities are classified into two, vector and scalar quantities. Vector is a physical quantity with both magnitude and direction while scalar is magnitude only.

5. Examples of vector quantities are force, weight, velocity, acceleration, and momentum.

6. Example of scalar quantities are time, temperature, density, and mass.

7. Work and energy are not vectors but they are scalar quantities. They have no direction.

8. Significant figure is a straight forward definition which is an important or trustworthy number and there rules in determining significant figures.

9. Scientific notation is used to reduce the number of trailing zeroes in a significant figure.

10. Significant figures can be rounded off to a number of significant digits or a number of decimal place. And there are rules in rounding off numbers.

11. Estimation is used to approximate a value of a parameter to make it certain or meaningful information.

PROCEDURE/ACTIVITIES/ DISCUSSION/PROCESSING QUESTIONS

3rd – 4th Class Meeting

1. To start the lesson proper, the Instructor leads the discussion by asking students the

definition of length, mass and time. Write in the blackboard the different definitions and summarized their answers. Find in a commonality in their answers to establish

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the exact definition of length, mass, and time. You may use the thin client and show the definitions in this site:

http://www.kshitij-iitjee.com/Standards-Length-Mass-Time

Fundamental units are a unit such that every other unit can be generated from it. The kilogram, meter, second, ampere, kelvin, mole and candela are the fundamental units of the International System of Units (SI), and are termed as SI base units. Definitions of the SI base units can be downloaded at:

http://physics.nist.gov/cuu/Units/current.html Table 1. Fundamental Quantities, its Units and Descriptions

Fundamental Quantity SI Units Description

Length meter

The meter is the length of the path travelled by light in vacuum during a time interval of 1/299 792 458 of a second.

Mass kilogram

The kilogram is the unit of mass; it is equal to the mass of the international prototype of the kilogram.

Time second

The second is the duration of 9 192 631 770 periods of the radiation corresponding to the transition between the two hyperfine levels of the ground state of the cesium 133 atom.

Electric Current ampere

The ampere is that constant current which, if maintained in two straight parallel conductors of infinite length, of negligible circular cross-section, and placed 1 meter apart in vacuum, would produce between these conductors a force equal to 2 x 10-7 newton per meter of length.

Temperature kelvin

The kelvin, unit of thermodynamic temperature, is the fraction 1/273.16 of the thermodynamic temperature of the triple point of water.

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Amount of substance

Luminous Intensity

2. As the discussion progressesclassification of physical quantities, if it is a vector or a scalar quantity. Ask the students for the definition of vector and scalar quantity and give examples based on their a priori knowledge. The Instrutwo physical quantities:

For the examples given, the Instructor writes in the blackboard the answers of the students using a column for vector below. Common examples of student answers for vector quantities are the following: force, weight, velocity, acceleration, and momentum. While for scalar time, temperature, mass, speed, and density.

Table 2. Common Vectors and Scalar Quantities

Common Vector

WeightVelocity

AccelerationMomentum

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mole

The mole is the amount of substance of a system which contains as many elementary entities as there are atoms in 0.012 kilogram of carbon 12; its symbol is "mol."

When the mole is used, the elementary entities must be specified and may be atoms, molecules, ions, electrons, other particles, or specified groups of particles.

candela

The candela is the luminous intensity, in a given direction, of a source that emits monochromatic radiation of frequency 540 x 1012

intensity in that direction of 1/683 watt pe

As the discussion progresses, the Instructor connects the discussion on the classification of physical quantities, if it is a vector or a scalar quantity. Ask the students for the definition of vector and scalar quantity and give examples based on their a priori knowledge. The Instructor may use the diagram below to distinguish the two physical quantities:

Figure 6. Physical Quantities

For the examples given, the Instructor writes in the blackboard the answers of the students using a column for vector quantities and scalar quantities using the example

Common examples of student answers for vector quantities are the following: force, weight, velocity, acceleration, and momentum. While for scalar time, temperature, mass, speed, and density.

2. Common Vectors and Scalar Quantities Vector Quantities Common Force

Weight Velocity

Acceleration Momentum

The mole is the amount of substance of a system as many elementary entities as there are

atoms in 0.012 kilogram of carbon 12; its symbol is

When the mole is used, the elementary entities must be specified and may be atoms, molecules, ions, electrons, other particles, or specified groups of such

The candela is the luminous intensity, in a given direction, of a source that emits monochromatic radiation

12 hertz and that has a radiant intensity in that direction of 1/683 watt per steradian.

, the Instructor connects the discussion on the classification of physical quantities, if it is a vector or a scalar quantity. Ask the students for the definition of vector and scalar quantity and give examples based on

ctor may use the diagram below to distinguish the

For the examples given, the Instructor writes in the blackboard the answers of the quantities and scalar quantities using the example

Common examples of student answers for vector quantities are the following: force, weight, velocity, acceleration, and momentum. While for scalar time,

Common Scalar Quantities Time

Temperature Mass

Density Speed

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The instructor may also use the Thin-client to show other examples of vector and scalar quantities:

Figure 7. Scalar and Vector Quantities

3. The Instructor asks the student to differentiate mass and weight. The Instructor may use the Thin Client to illustrate the difference:

Figure 8. Weight and Mass

NOTE: A common misconception is students define gravity as acceleration and not a force. To associate gravity with acceleration, the word to be used is acceleration due to gravity which has a symbol g and its value is negative 9.8 meters per second- square and its pointing towards the ground. The negative sign indicates the direction.

4. Also a common misconception for a vector quantity is work and energy. The

Instructor may emphasize that although work is defined as a combination of force and distance, the product of both quantities is only magnitude and it has no direction. The same with the concept of energy.

5. While the lesson progresses, the Instructor connects the discussion to a combination of physical quantities will result to a derived unit. An example would be distance over time is speed and its unit is meters per second-square. Differentiate this with the concept of velocity. The Instructor may use the Thin Client to illustrate the difference:

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Figure 9. Difference of Speed, Distance, Velocity, and Displacement

6. The instructor makes a table for combination of physical quantities and its

corresponding derived unit of measurement using the example below:

Table 3. Derived Quantities

Combination of physical quantity Unit of measurement Speed, Velocity

Acceleration Force

Meters per second Meters per second square

Kilogram meter per second square

The Instructor may use the Thin Client to illustrate further:

Figure 10. Derived Units

7. The Instructor may connect the discussion of units and measurements when grouping into larger or smaller numbers to make the numbers more manageable. For example, seeing someone who lives 100,000 m away can be written as 100 km away. The table shows the factor, prefix and symbol and the bold letters are the most commonly used prefix. The Instructor may use the Thin Client to show the table:

http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_2012/Chapter1_2012/Chapter1_2012.html

Table 4. Prefixes used in Metric System Factor Prefix Symbol

1024 yotta- Y 1021 zetta- Z 1018 exa- E 1015 peta- P

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1012 tera- T 109 giga- G 106 mega- M 103 kilo- k 102 hecto- h 101 deka- da 10-1 deci- d 10-2 centi- c 10-3 milli- m 10-6 micro- 10-9 nano- n 10-12 pico- p 10-15 femto- f 10-18 atto- a 10-21 zepto- z 10-24 yocto- y

8. The Instructor may ask the student to create a brochure or flyer of the International

System of Units that contains the following: SI base unit, SI derived units, and the Prefixes. An example is shown below:

Figure 11. International System of Units

9. For next meeting, the Instructor gives instructions to prepare a design for a student bedroom. They may research on images or pictures in the internet for possible designs to be ready for the next activity. An example is shown below:

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Figure 12. Student Bedroom Design

5th – 6th Class Meeting: 1. To start the lesson proper, the Instructor leads the discussion by asking students the

definition of significant figures. Write in the blackboard the different definitions and summarized their answers. Find in a commonality in their answers to establish the exact definition.

2. Perform SCIMATP Activity Number 2 entitled Significant Figures. The instructor

discusses the rules of significant figures, scientific notation, rounding off numbers, and algebraic operations using the least accurate measurement. The students may download the activity at the DLSU Physics Website:

http://www.dlsu.edu.ph/academics/colleges/cos/physics/_pdf/cos-

significant-figures.pdf For Significant Figures, a sample explanation can be downloaded at:

file:///C:/Users/guestProf/Desktop/Physics%20Study%20Guide_files/Significant-Digits.jpg

Figure 13. Significant Figures

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For rules for calculating with significant figures, a sample explanation can be downloaded at:

file:///C:/Users/guestProf/Desktop/Physics%20Study%20Guide_files/adding-significant.jpg

Figure 14. Calculation with Significant Figures

For rounding rules, a sample explanation can be downloaded at:

file:///C:/Users/guestProf/Desktop/Physics%20Study%20Guide_files/Rounding.jpg

Figure 15. Rounding Rules

NOTE: In the significant figures activity, the Instructor may opt to use the Vernier caliper and micrometer caliper or schedule the activity at SJ 406. The Instructor may emphasize the importance of using the Vernier and micrometer for accurate measurements especially if measurements are needed to be precise as in the case of measuring gems, gold, and diamond. The study of gems and other precious materials is Gemology. The Instructor may use the Thin Client to further explain the topic. A sample diamond identification report indicates measurements in millimeters.

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Shown below is a sample procedure on hMicrometer Screw Gauge and

http://mrtremblaycambridge.weebly.com/2

Vernier Caliper The Vernier caliper is commonly used for accurate measurement of up to 0.1 mm. They are 4 steps to measure length of an object using the Vernier caliper. Step 1: Grip the object gently using the outside jaws of the calipers. Step 2: Read the main scale directly opposite the zero. In this case, the reading on the main scale is 22 mm. Step 3: The 6th Vernier mark coincides with a marking on the main scale. This gives a reading of +0.6 mm to be added to the main scale reading. Step 4: The length is found by adding the main scale and Vernier scale reading, i.e. 22 + 0.6 = 22.6 mm

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Figure 16. Sample Diamond Specification

Shown below is a sample procedure on how to use a Vernier Caliper and Micrometer Screw Gauge and its parts which can be downloaded at

http://mrtremblaycambridge.weebly.com/2-measurement

The Vernier caliper is commonly used for accurate measurement of up to 0.1 mm. They are 4 steps to measure length of an object using the Vernier caliper.

the object gently using the outside jaws of the calipers.

Read the main scale directly opposite the zero. In this case, the reading on the main

Vernier mark coincides with a marking on the main scale. This gives a reading of +0.6 mm to be added to the main

The length is found by adding the main scale and Vernier scale reading, i.e. 22 +

ow to use a Vernier Caliper and a which can be downloaded at:

measurement-techniques.html

Figure 17. Vernier Caliper

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The Instructor continues the discussion on how to obtain the volume of a rectangular LEGO block, a 25 centavo coin, and perimeter of a DLSU ID Card.

(Volume of a rectangular block = L x W x H) (Surface area (A) = πr2; Volume of a cylinder = πr2T)

(Perimeter of a rectangular ID card = 2L + 2W)

3. The last part of the activity is design a student bedroom unit for a DLSU student. The Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their design in class.

NOTE: Other skill building activities that can be performed are Graphs and equations which can be downloaded at the DLSU Physics Website, Experiments. For graphs and equations, the Instructor needs to discuss the equation of the line, parabola, and hyperbola. The materials and equipment that will be used is EXCEL software and graphing paper. It’s important to emphasize that the between two physical quantities, a mathematical relationship can be made.

Micrometer Screw Gauge Gauge The micrometer screw gauge is able to give very accurate measurements of length, up to 25 mm. It has an accuracy of 0.01 mm. The procedure of measuring length of an object is as follows. Step 1: Turn the thimble until the anvil and the spindle gently grip the object. Then turn the ratchet until it starts to click. Step 2: Read the main scale reading at the edge of the thimble, i.e. 6.5 mm. Step 3: The thimble scale has 50 divisions, each of which is equal to 0.01 mm. Take the thimble reading opposite the datum line of the main scale, i.e. 18 divisions, which gives 0.18 mm. Step 4: The length is found by adding the main scale and thimble scale reading, i.e. 6.5 + 0.18 = 6.68 mm

Figure 18. Micrometer Caliper

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Figure 19. A sample linear graph with the equation of the line

Figure 20. A sample parabola graph with the parabola equation

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Figure 21. A sample parabola graph with the hyperbola equation

4. Perform SCIMATP ACTIVITY number 2c Graphs and Equations/2d: Create a

Weather Forecast based on SIGWA weather parameters

5. The Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their report in class.

6. For the Errors Activity, it can be downloaded are the DLSU Physics Website,

Experiments. The Instructor needs to discuss the different kinds of error. The materials and equipment that will be used is a curved track, plumb line, metal ball, carbon paper, and short bond paper. In this activity, it’s important to explain the relevance of percentage error and absolute error. This can applied to materials which require range values of use or application. Below is a sample discussion of Errors. The Instructor can use the Thin Client to explain the topic further.

http://webs.mn.catholic.edu.au/physics/emery/measurement.htm#Errors

Sample Error discussion: Errors occur in all physical measurements. When a measurement is used in a calculation, the error in the measurement is therefore carried through into the result. The two different types of error that can occur in a measured value are:

a. Systematic error – this occurs to the same extent in each one of a series of

measurements such as zero error, where for instance the needle of a voltmeter is not correctly adjusted to read zero when no voltage is present.

b. Random error – this occurs in any measurement as a result of variations in the

measurement technique (such as parallax error, limit of reading).

When errors in a measured quantity are reported, the absolute error is computed. This

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is the actual size of the error expressed in the appropriate units or relative error. This is the absolute error expressed as a fraction of the actual measured quantity. Relative errors can also be expressed as percentage errors. So, for instance, the measured acceleration due to gravity as 9.8 m/s2 and the determined error was 0.2 m/s2. Hence, the absolute error in the result is 0.2 m/s2 and the relative error is 0.2 / 9.8 = 0.02 (or 2%). Note relative errors have no units. When expressed as a report, the experimentally determined value for the acceleration due to gravity has an error by 2% and therefore lies somewhere between 9.8 – 0.2 = 9.6 m/s2 and 9.8 + 0.2 = 10.0 m/s2. Therefore, g = 9.8 ± 0.2 m/s2.

7. Perform SCIMATP ACTIVITY number 2e: Errors/ 2f: Design a quality control system to maintain food quality of chicken meat. The Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their report in class.

Figure 22. Sample of a Basic Production Flowchart with Hazard Analysis Critical Control Points (HACCP) and Quality Control Points

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SCIMATP Activity number 2a:

Significant Figures (Reference source: Physics Laboratory Manual 1: Significant Figures)

MATERIALS

• Rectangular Lego Block • 25 centavo coin • DLSU ID Card • Ruler

PROCEDURE A. Volume of a Rectangular LEGO Block 1. Measure the length (L), width (W), and thickness (T) of the rectangular LEGO block

sing a ruler. 2. Calculate the volume (V) of the block by multiplying the length, width and height

using the rules of significant figures for multiplication. (Volume of a rectangular block = L x W x H)

3. Tabulate the results. Table for Volume of a Rectangular LEGO Block

B. Volume and Surface Area of a Coin 1. Measure the diameter (D), and the thickness or height (H) of a coin using a ruler. 2. Calculate the volume (V) and the area (A) of the coin using the rules of significant

figures for multiplication. (Surface area (A) = πr2; Volume of a cylinder = πr2T where r is the radius of the cylinder and T is the thickness of the coin.)

3. Tabulate the results. Table for Surface Area & Volume of a Coin (25 centavo coin)

C. Perimeter and Thickness of a DLSU ID Card 1. Measure the thickness (T) of three identical DLSU ID cards using a ruler. Divide the

reading by three to get the thickness of one ID card. 2. Measure the length (L), and width (W) of an ID card using a ruler. 3. Calculate the perimeter of the card by adding twice the length and twice the width

using the rules of significant figures for multiplication (Perimeter of a rectangular ID card = 2L + 2W)

Instrument L (cm) W (cm) T (cm) V (cm3)

Ruler

Instrument R (cm) T (cm) A (cm2) V (cm3)

Ruler

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Table for Perimeter and Thickness of a DLSU ID Card

1. Indicate the number of significant figures in the following:

______a. 50 student’s ______d. 7.80 m ______b. 24 hours/day ______e. 100,480 cm ______c. 230 kg ______f. 0.0025 cm3

2. Perform the indicated operations for the following measured values:

a. 4.0659 cm x 3.81 cm = b. 378.2 m – 56 m =

c. 0.005 mm + 8.25 mm + 127.3 mm =

d. 9.70 x 108 m/s ÷ 1.5 s =

3. Solve the following problems:

a. A rectangular paperboard measures 8.7 cm long, 4.3 cm wide and 1.75 mm thick. Find the volume of the paperboard.

b. What is the volume of a cylinder whose radius measures 10.29 mm and has a

height of 6.28 cm?

Instrument

Thickness of three ID cards

(measured) (cm)

Thickness of one ID

card (calculated)

(cm)

L

(cm)

W

(cm)

Perimeter

(cm)

Ruler

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SCIMATP Activity number 2b Design a student bedroom for a DLSU student

Design a student bedroom for a DLSU student that will fit in a 20 square meter floor area that includes a bedroom, study table, cabinet, and toilet. Using a scale in the drawing, include measurements of length, width, and height. Drawing/Sketch of Design with measurements: Discussion of the design: Estimated cost:

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ASSESSMENT:

Performance Task:

Significant Figures/Design a student bedroom for a DLSU student.

Assessment Checklist: The inquiry based activity will be assessed based on performance (30%), skills (30%), and discussion of result (30%). Student Name: ___________________________________________________________

Rubric for Significant Figures

Criterion Excellent (4) Good (3) Satisfactory (2) Needs

Improvement (1)

Performance 30%

Did more than his/her fair share of the work. Led

the group to getting the work

done on time

Did significant amount of work. Responsible for getting the work

done on time

Did almost as much work as the other members of

the group

Did generally less than other members of the

group

Skills 30%

Very good skills Enthusiastic

worker.

Evidence of average skills.

Works willingly Fair Skills Poor Skills

Discussion of Results 40%

Excellent worksheet

completion. Answered questions

convincingly

Above average completion of

worksheet. Most questions answered correctly.

Partially completed

worksheet. Some questions answered correctly

Incomplete or no worksheet

Rubric Score: _______

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The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%).

Rubric for Final Product Design a student bedroom unit for a DLSU student

Criterion Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)

Creativity 30%


Design Improvement

Design is Functional

Design does not work

Design explanation 40%

Very good design description, very

easy to understand

With design discussion but not easy to understand

Without design discussion but

functional

Without design discussion and not

functional

Presentation 30%

The layout is exceptionally

attractive in terms of design, layout,

and neatness.

The layout is attractive in terms of design, layout

and neatness.

The layout is acceptably

attractive though it may be a bit

messy.

The layout is distractingly

messy or very poorly designed. It

is not attractive.

Rubric Score: _______ Average Rubric Score: ______

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SCIMATP ACTIVITY Number 2c Graphs and Equations

(Reference source: Physics Laboratory Manual 1: Graphs and Equations)

1. The following data were obtained in an experiment relating time (t) (the independent

variable) to the speed (v) of an accelerating object.

t(s) 0.5 1.0 1.5 2.0 2.5 3.0 v(m/s) 10 15 20 25 30 35

Plot these data on rectangular coordinate paper. For those with computers, use Microsoft Excel.

(a) Determine the slope of the graph (b) What physical quantity does the slope represent? (c) Determine the y-intercept of the graph. What does it represent? (d) What is the equation of the curve?

2. The heating effect of an electric in a rheostat is found to vary directly with the square

of the current. What type of graph is obtained when the heat is plotted as a function of current? How could the variables be adjusted so that a linear relation would be obtained?

3. The current in a variable resistor to which a given voltage is applied is found to vary

inversely with the resistance. What is the shape of the current resistance curve? How could these variables be changed in order for a straight-line graph to be obtained?

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SCIMATP ACTIVITY Number 2d

Weather Forecasting

Create a Weather Forecast based on weather parameters shown below or you may use current weather information at http://www.sigwa.net/

Based on the weather parameters of temperature, relative humidity, rainfall, and wind direction create a weather forecast every 3 hours for 24 hours. What is the relationship of weather parameters to the weather forecast?

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ASSESSMENT

Performance Task

Graphs and Equations / Create a Weather Forecast based on SIGWA weather parameters

Assessment Checklist The inquiry based activity will be assessed based on performance (30%), skills (30%), and discussion of result (30%). Student Name: ___________________________________________________________

Rubric for Graphs and Equations


Improvement (1)

Performance 30%



done on time


done on time


the group

Did generally less than other

members of the group

Skills 30%


worker.




Excellent worksheet


convincingly



Partially completed




Rubric for Create a Weather Forecast based on SIGWA weather parameters


Creativity 30%


Design Improvement



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easy to understand



functional


functional

Presentation 30%



and neatness.


and neatness.



messy.


messy or very poorly designed. It

is not attractive.

Rubric Score: _______ Average Rubric Score: ______

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SCIMATP ACTIVITY Number 2e Errors

(Reference source: Physics Laboratory Manual 1: Errors) 1. Classify the following as to whether they are personal, instrumental, or external

errors. ____________________a. incorrect calibration of scale

____________________b. bias of observer

____________________c. expansion of scale due to temperature changes

____________________d. parallax

____________________e. pointer friction

____________________f. estimation of fractional parts of scale division

____________________g. displaced zero of scale

2. Discuss the significance of the term absolute error. 3. An experiment was carried out to determine the specific heat of water under standard

conditions. If the experiment arrived at a value of 1.1 cal/gm-Co and the standard value under normal conditions is 1.0 cal/gm-Co, what expression should be used to compare the two? Show the computation.

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SCIMATP ACTIVITY Number 2f

Design a quality control system to maintain food quality in chicken meat Design a quality control system to monitor food quality of chicken meat starting from the poultry to the supermarket. Design of system Discussion of design Estimated Cost

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ASSESSMENT

Performance Task

Errors/ Design a quality control system to maintain food quality in chicken meat

Assessment Checklist The inquiry based activity will be assessed based on performance (30%), skills (30%), and discussion of result (30%). Student Name: ___________________________________________________________

Rubric for Errors


Performance 30%



done on time


done on time


the group

Did generally less than other

members of the group

Skills 30%


worker.




Excellent worksheet


convincingly



Partially completed




Rubric for Design a quality control system to maintain food quality in chicken meat


Creativity 30%


Design Improvement



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easy to understand



functional


functional

Presentation 30%



and neatness.


and neatness.



messy.


messy or very poorly designed.

It is not attractive.

Rubric Score: _______ Average Rubric Score: ______ Figure Credits: Figure 1: http://2.bp.blogspot.com/-q9gV3fjDj_c/UQ3Ec9z34GI/AAAAAAAADxA/9i-peZzryQY/s1600/measurements.jpg Figure 2: http://mrtremblaycambridge.weebly.com/uploads/9/7/8/8/9788395/___6495749_orig.png Figure 3: https://www.grc.nasa.gov/www/k-12/airplane/Images/vectors.gif Figure 4: http://www.meritnation.com/img/shared/discuss_editlive/1662418/2012_01_21_18_23_23/5.png Figure 5: http://pad3.whstatic.com/images/thumb/4/4e/Calculate-Velocity-Step-1.jpg/670px-Calculate-Velocity-Step-1.jpg Figure 6: http://www.expertsmind.com/CMSImages/1815_Basic%20S.I.%20Units%20and%20its%20derived%20unit1.png Figure 7: http://www.flinnsci.com/store/catalogPhotos/AP6899cat.jpg Figure 8: http://drawinghand.files.wordpress.com/2013/05/napkin-6.jpg Figure 9: file:///C:/Users/guestProf/Desktop/Physics%20Study%20Guide_files/Significant-Digits.jpg Figure 10. file:///C:/Users/guestProf/Desktop/Physics%20Study%20Guide_files/adding-significant.jpg Figure 11. file:///C:/Users/guestProf/Desktop/Physics%20Study%20Guide_files/Rounding.jpg Figure 12. http://www.igi-usa.com/images/identificationreport.jpg

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Figure 13. http://mrtremblaycambridge.weebly.com/uploads/9/7/8/8/9788395/_1727029_orig.png Figure 14. http://mrtremblaycambridge.weebly.com/uploads/9/7/8/8/9788395/_7728330_orig.jpg Figure 15. http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_2012/Chapter1_2012/images/graph1.gif Figure 16. http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_2012/Chapter1_2012/images/graph2.gif Figure 17. http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_2012/Chapter1_2012/images/graph3.gif Figure 18. http://www.fao.org/docrep/007/y5019e/y5019e05.gif

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TOPIC 3 Introduction in the Study of Materials

Figure 23. Different Kinds of Materials

Depending on human needs, materials were made with varied applications.

NUMBER OF MEETINGS: (4) Class Meeting

OBJECTIVES

By the end of the lesson, the student will be able to: 1. Know the brief historical overview of materials 2. Recognize the historical needs and types of materials used by society 3. Distinguish materials science and materials engineering 4. Describe the relationship of processing, structure, and properties in the study of

materials 5. Explain the different classification of materials 6. Design, create, or innovate a product that will be useful in the market

MATERIALS/EQUIPMENT

Multimedia Projector Thin Client Computer LCD Monitor Speakers Wireless Presenter with Laser Pointer SCIMATP ACTIVITY Sheet 3a – Excellent Products SCIMATP ACTIVITY Sheet 3b – Products that Fail

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STUDENTS’ INITIAL IDEAS ABOUT TOPIC/THEME • Materials are used in different types of applications. • Stones are the first materials used by man. • The type of material used by men describe the era or time when men used the

material • Materials science is for scientist while materials engineering are for engineers. • There is a linear relationship between processing, structure, properties, and

performance. • Structure is part of the physical features of the material. • The properties of the material are the physical characteristics of the material. • Mechanical property refers to a simple machine. • Electrical property refers to electricity. • Thermal property refers to heat. • Magnetic property refers to attraction and repulsion of magnets. • Optical property refers to light. • Deteriorative property refers to failure of the material. • Metals are solid materials. • Ceramics are made from sand. • Polymers are plastics. • Fiberglass is made from two types of materials. • Semiconductors are used in computers. • Advance materials are used in high tech applications.

KEY CONCEPT POINTS FOR UNDERSTANDING

1. Man needs material for transportation, housing, clothing, communication, recreation,

and food production. It is embedded in man’s culture and everyday life.

2. Historically, the development and advancement of society depends on the type of materials used during that era associated to their needs. For example are the Stone Age, the Bronze Age, and the Iron Age.

3. Materials science involves investigating the relationships that exist between the

structures and properties of materials.

4. Materials engineering involves the correlation of structure and property for designing or engineering the structure of a material to produce a predetermined set of properties.

5. Materials scientists develop or synthesize new materials, whereas a materials engineer is called upon to create new products or systems using existing materials, and/or to develop techniques for processing materials.

6. The structure of a material usually relates to the arrangement of its internal components.

7. A property is a material trait in terms of the kind and magnitude of response to a specific imposed stimulus.

8. Properties of solid materials may be grouped into six different categories: mechanical, electrical, thermal, magnetic, optical, and deteriorative.

9. Mechanical properties relate deformation to an applied load or force; examples

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include elastic modulus and strength.

10. For electrical properties, such as electrical conductivity and dielectric constant, the stimulus is an electric field.

11. The thermal behavior of solids can be represented in terms of heat capacity and thermal conductivity.

12. Magnetic properties demonstrate the response of a material to the application of a magnetic field.

13. For optical properties, the stimulus is electromagnetic or light radiation; index of refraction and reflectivity are representative optical properties.

14. Deteriorative characteristics relate to the chemical reactivity of materials. 15. There is an interrelationship between processing, structure, properties, and

performance of materials.

16. Solid materials have been conveniently grouped into three basic classifications: metals, ceramics, and polymers.

17. In addition, there are the composites, combinations of two or more three basic material classes.

18. Another classification is advanced materials. These materials are used in high-technology applications such as semiconductors, biomaterials, smart materials, and nanoengineered materials.

19. Metals are composed of one or more metallic elements (such as iron, aluminum, copper, titanium, gold, and nickel), and often also nonmetallic elements (for example, carbon, nitrogen, and oxygen) in relatively small amounts.

20. Ceramics are compounds between metallic and nonmetallic elements; they are most frequently oxides, nitrides, and carbides.

21. Polymers are plastic and rubber materials. Many of them are organic compounds that are chemically based on carbon, hydrogen, and other nonmetallic elements (O, N, and Si).

22. Composite is composed of two (or more) individual materials, which come from metals, ceramics, and polymers.

23. Materials that are utilized in high-technology (or high-tech) applications are termed advanced materials.

24. Semiconductors have electrical properties that are intermediate between the electrical conductors (metals and metal alloys) and insulators (ceramics and polymers).

25. Biomaterials are employed in components implanted into the human body for replacement of diseased or damaged body parts.

26. Smart (or intelligent) materials are a group of new and state-of-the-art materials now being developed that will have a significant influence on many of our technologies.

27. Materials that are built from simple atomic-level constituents are called

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nanoengineered materials.

28. Energy can be defined as the ability to do work.

29. Heat Energy is the internal motion of the atoms that causes moving particles to produce heat.

30. Chemical Energy is the required to bond atoms together.

PROCEDURE/ACTIVITIES/DISCUSSION/PROCESSING QUESTIONS:

7th – 8th Class Meeting 1. To start the lesson proper, the Instructor leads the discussion by asking students what

materials comprise the DLSU SINAG and SIKAT solar car. Write in the blackboard the different answers. Find in a commonality in their answers to establish the exact composition of the solar car. The Instructor may use the Thin Client to explain further the topic.

http://sinag.dlsu.edu.ph/project/whatis.asp http://www.dlsu.edu.ph/offices/mco/publications/2401/20100118.pdf

2. As the discussion progresses, the Instructor connects the discussion on the brief

historical overview of materials. Use the PowerPoint presentation of Introduction to New Materials which can be downloaded at this website:


Figure 24. Historical Overview of Materials

NOTE: It is important to emphasize that materials are needed by men as a means of transportation, for housing, clothing, communication, recreation, and food production. As time progresses, the material used by men is the forerunner of technology. Moreover, materials define the era of society.

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Figure 25. Historical Overview of Materials

3. The Instructor discusses the interrelationship between processing, structure,

properties, and performance of materials like a pyramid structure. The base is the structure, processing, and properties, while the tip of the pyramid is the performance. The difference between materials science and materials engineering and that the two disciplines can also be combined. The base of the pyramid can also be associated with Materials Science since scientific investigation is carried on this stage while the middle part of the pyramid is the materials engineering where design and functionality is needed.

Figure 26. Material Science and Material Engineering

Final performance is how the materials perform when it becomes a product. The applications range from microelectronics, infrastructure, environment, communications, energy, automotive, defense, biotechnology, and sports. In the future, the direction of materials is in the nanotechnology wherein materials being used are in the size of a molecule.

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Figure 27. Needs for Materials

4. The Instructor defines structure and properties. The structure pertains to the internal

structure of the material and property is a material trait in terms of the kind and magnitude of response to a specific imposed stimulus. The Instructor enumerates the different properties of material: mechanical, electrical, thermal, magnetic, optical, and deteriorative. To obtain the right properties, the material must have the right structure.

Figure 28. Structure and properties of Materials

5. The Instructor defines mechanical property which is related to the deformation due to

an applied load of force. An example would be elastic modulus and strength. The Instructor shows an example of the strength of Brass which is an alloy which is related to its microstructure.

Figure 29. Mechanical Property

6. The Instructor defines Electrical property which is related to the electrical

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conductivity and dielectric constant brought about by the effect of an electric field. The Instructor shows an example of varying resistivity of copper when Nickel content is varied.

Figure 30. Electrical Property

7. The Instructor defines Magnetic property which is the response of a material to an

applied magnetic field. The Instructor shows an example of a magnetic storage device and explains on how data is stored in the recording medium. The Instructor also explains how the magnetization becomes better when varying composition of Silicon is combined with Iron.

Figure 31. Magnetic Property

8. The Instructor defines Thermal property which is related to the heat capacity and

thermal conductivity of the material. The Instructor shows an example of a space shuttle tiles made from silica fiber that has low heat conduction. The Instructor also explains how Copper’s conductivity decreases when Zinc is added.

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Figure 32. Thermal Property

9. The Instructor defines Optical property which is the response of the material to

electromagnetic or light radiation. Measurements include the index of refraction and reflectivity. The Instructor gives an example such as Aluminum Oxide where its optical property can be varied depending on the material’s structure. For a single crystal, the material is transparent, for low porosity, it is translucent, for opaque materials, it’s a polycrystalline.

Figure 33. Optical Property

10. The Instructor defines Deterioration of the material as the chemical reactivity of the

material to the environment. The Instructor shows the reaction of metal to sea water. The Instructor emphasizes that it causes stress with exposure to saltwater that causes it to crack. Other forms of deterioration involve exposure of material to corrosive environments, embrittlement, improper alloying or heat treatments of the material. To reduce material deterioration, heat treatment of the material can reduce the cracking speed.

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Figure 34. Deterioration of Material

11. The Instructor explains the three basic classifications of materials: metals, ceramics, and polymers. In addition to this material are the composites, semiconductors, and advanced material.

12. The Instructor discusses Metals. Metals are large number of delocalized electrons. The Instructor emphasizes that metals are good conductors of electricity and heat and are not transparent to visible light. It has a lustrous appearance, strong but can be deformed.

Figure 35. Metals

13. The Instructor discusses ceramics. Ceramics are compounds between metallic and

nonmetallic elements. They made from oxides, nitrides, and carbides, clay minerals, cement, and glass. The Instructor emphasizes that ceramics are insulative to the passage of electricity and heat, and are resistant to high temperatures and harsh environments than metals and polymers. Ceramics are hard but brittle.

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Figure 36. Ceramics

14. The Instructor discusses polymers. Polymers are plastic and rubber materials. The

Instructor emphasizes that polymers are organic compounds that are chemically based on C, H, and other nonmetallic elements. They have very large molecular structures and low densities and extremely flexible.

Figure 37. Polymer

15. The Instructor discusses composites. Composites consist of more than one material

type. The Instructor gives an example such as a fiberglass. It is made of glass fibers which are embedded within a polymeric material. It is designed to display a combination of the best characteristics of each component materials.

Figure 38. Composite

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16. The Instructor extends the discussion to electronic devices which are mostly made from semiconductors which has electrical properties that are intermediate between the electrical conductors and insulators. They are sensitive to minute concentrations of impurity atoms.

Figure 39. Semiconductor

17. The Instructor connects the discussion on new devices that are made from advance

materials. An example would be biomaterials and nanomaterials. Biomaterials are materials that are compatible with human or living tissues while nanomaterials are materials that functions or operates at the nano level. The Instructor may use the following illustration to further explain biomaterials and nanomaterials.

Figure 40. Biomaterial and Nanomaterial

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Figure 41. Biomaterial and Nanomaterial

18. The Instructor emphasizes that with man’s material needs, energy is a main concern

to produce the materials. Hence, there is a need to look for economical sources of energy.

19. Perform SCIMATP Activity Number 3a: Energy Sources/ 3b Design an alternative

source of energy in the Philippines. The Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their report in class.

20. For the next class meeting, the Instructor gives an assignment for products that

performed well in the market and products that have failed and had a product recall.

9th – 10th Class Meeting 1. To start the lesson proper, the Instructor starts with the nature of energy and give

examples with its environment such energy is all around you. You can hear energy as sound. You can see energy as light. And you can feel it as wind. You use energy when you: hit a softball, lift your book bag, and compress a spring. Living organisms need energy for growth and movement. Energy is involved when a bird flies, a bomb explodes, rain which falls from the sky, and when electricity flows in a wire. Then the Instructor asks the students, what is energy that it can be involved in so many different activities? The Instructor may the PowerPoint presentation on Energy: Forms and its changes.


2. The Instructor asks the students what is energy? The answers of the students are written in the blackboard and leads on the right definition. Energy can be defined as the ability to do work. If an object or living thing does work, a force is exerted at a certain distance to move an object) the object or living thing uses energy. Because of the direct connection between energy and work, energy is measured in the same unit as work which is joules (J). In addition to using energy to do work, objects gain energy because work is being done on them.

3. The Instructor enumerates the basic forms of energy. The five main forms of energy

are Heat, Chemical, Electromagnetic, Nuclear, and Mechanical. The Instructor starts

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by differentiating heat energy and chemical energy. Heat Energy is the internal motion of the atoms, because moving particles produce heat. Heat energy can be produced by friction. Heat energy causes changes in temperature and phase of any form of matter while Chemical Energy is the required to bond atoms together. And when bonds are broken, energy is released. Fuel and food are forms of stored chemical energy.

Figure 42. Forms of Energy

The picture shows how energy floes from chemical energy to electrical energy to light

energy and heat energy.

4. The Instructor connects the discussion to power lines carry electromagnetic energy into homes in the form of electricity. Light is a form of electromagnetic energy. Each color of light (ROYGBV) represents a different amount of electromagnetic energy. Electromagnetic Energy is also carried by gamma ray, x-ray, UV, visible, infrared, microwave, and radio waves. The Instructor may use the illustration shown.

Figure 43. Electromagnetic Energy

5. The Instructor discusses the energy coming from the nucleus. The nucleus of an atom

is the source of nuclear energy. When the nucleus splits (fission), nuclear energy is released in the form of heat energy and light energy. Nuclear energy is also released when nuclei collide at high speeds and join (fuse).The sun’s energy is produced from a nuclear fusion reaction in which hydrogen nuclei fuse to form helium nuclei. Nuclear energy is the most concentrated form of energy. The Instructor may use the illustration to further explain nuclear fission and fusion.

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Figure 44. Nuclear Energy

NOTE: Left: Uranium-235 combines with a neutron to form an unstable intermediate, which quickly splits into barium-144 and krypton-89 plus three neutrons in the process of nuclear fission. Right: Deuterium and tritium combine by nuclear fusion to form helium plus a neutron.

6. The Instructor connects the discussion on mechanical energy. When work is done to an object, it acquires energy. The energy it acquires is known as mechanical energy. When you kick a football, you give mechanical energy to the football to make it move. When you throw a balling ball, you give it energy. When that bowling ball hits the pins, some of the energy is transferred to the pins (transfer of momentum).

7. The Instructor emphasizes that energy can be changed from one form to another. Changes in the form of energy are called energy conversions. All forms of energy can be converted into other forms. The sun’s energy through solar cells can be converted directly into electricity. Green plants convert the sun’s energy (electromagnetic) into starches and sugars (chemical energy). Other energy conversions. In an electric motor, electromagnetic energy is converted to mechanical energy. In a battery, chemical energy is converted into electromagnetic energy. The mechanical energy of a waterfall is converted to electrical energy in a generator. In an automobile engine, fuel is burned to convert chemical energy into heat energy. The heat energy is then changed into mechanical energy. The Instructor may use the illustration below to explain energy transformation.

Figure 45. Transformation of Energy

8. The Instructor discusses the most common energy conversion which is the conversion

between potential and kinetic energy. All forms of energy can be in either of two

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states, Potential and motion is called kinetic energy.has. The greater the mass of a moving object, the more kinetic energy it has.energy depends on both mass and velocity.has a greater effect of kinetic energy, mass or velocity? Why?show how to solve problems using the Kinetic Energy equation andproblem solving exercise.

9. The Instructor connects the discussion to

Stored chemically in fuel, the nucleus of atom, and in foods.work done on it: sarrow, and lifting a brick high in the air.is called gravitational potential energy.compressed is called elastic potential energy.falling rain all have gravitational potential energy.board, you have 3 times the G.P.E, than you had on a 1Instructor may emphasize that “saying. It’s true. Objects with more mass have greater G.P.E.G.P.E. is

The Instructor may show how to solve problems using the potential energy equation and give problem

10. The Instructor gives an example such as the

energy that is built into the system. Initially, the cars are pulled mechanically up the tallest hill, giving them a great deal of potential energy. From that point, the conversion between pride. At the point of maximum potential energy, the car has minimum kinetic energy.As a basketball player throws the ball into the air, various energy conversions take place. The Instructortakes place.


11. The Instructor leads the discussion to tbe neither created nor destroyed by ordinary means.one form to another.to many important discoveries.be converted into each other. He showed that if matter is destroyed, energy is created, and if energy is destroyed mass iproblems using the law of conservation energy and also the energy equation E = mcThe Instructor may also

SCIMATP

and Kinetic. Kinetic Energy is the energy of motion.motion is called kinetic energy. The faster an object moves, the more kinetic energy it

The greater the mass of a moving object, the more kinetic energy it has.energy depends on both mass and velocity. The Instructor asks the students on w

ffect of kinetic energy, mass or velocity? Why?show how to solve problems using the Kinetic Energy equation and

exercise.

K.E. = 1/2 mass x (velocity) 2

The Instructor connects the discussion to Potential Energy Stored chemically in fuel, the nucleus of atom, and in foods.

stretching a rubber band, winding a watchifting a brick high in the air. Potential energy that is dependent on height

is called gravitational potential energy. Energy that is stored due to being stretched or compressed is called elastic potential energy. A waterfall, a suspension bridgefalling rain all have gravitational potential energy. If you stand on a 3board, you have 3 times the G.P.E, than you had on a 1Instructor may emphasize that “The bigger they are the harder they fall” is not jusaying. It’s true. Objects with more mass have greater G.P.E.

G.P.E. = Weight x Height

The Instructor may show how to solve problems using the potential energy equation ve problem solving exercise.

gives an example such as the Roller coasters work because of the energy that is built into the system. Initially, the cars are pulled mechanically up the tallest hill, giving them a great deal of potential energy. From that point, the conversion between potential and kinetic energy powers the cars throughout the entire

At the point of maximum potential energy, the car has minimum kinetic energy.As a basketball player throws the ball into the air, various energy conversions take

The Instructor may use the PowerPoint to illustrate the energy conversions that


Figure 46. Potential and Kinetic Energy

The Instructor leads the discussion to the Law of Conservation of Energybe neither created nor destroyed by ordinary means. It can only be converted from one form to another. If energy seems to disappear, then scientists look for it to many important discoveries. In 1905, Albert Einstein said that mass and energy can be converted into each other. He showed that if matter is destroyed, energy is created, and if energy is destroyed mass is created. The Instructor may show how to solve problems using the law of conservation energy and also the energy equation E = mcThe Instructor may also give problem solving exercise.

Kinetic Energy is the energy of motion. The energy of The faster an object moves, the more kinetic energy it

The greater the mass of a moving object, the more kinetic energy it has. Kinetic The Instructor asks the students on what

ffect of kinetic energy, mass or velocity? Why? The Instructor may show how to solve problems using the Kinetic Energy equation and may give

Potential Energy which is stored energy. Stored chemically in fuel, the nucleus of atom, and in foods. Or stored because of the

inding a watch, pulling back on a bow’s Potential energy that is dependent on height

Energy that is stored due to being stretched or A waterfall, a suspension bridge, and a

If you stand on a 3-meter diving board, you have 3 times the G.P.E, than you had on a 1-meter diving board. The

The bigger they are the harder they fall” is not just a saying. It’s true. Objects with more mass have greater G.P.E. The formula to find

The Instructor may show how to solve problems using the potential energy equation

Roller coasters work because of the energy that is built into the system. Initially, the cars are pulled mechanically up the tallest hill, giving them a great deal of potential energy. From that point, the

otential and kinetic energy powers the cars throughout the entire At the point of maximum potential energy, the car has minimum kinetic energy.

As a basketball player throws the ball into the air, various energy conversions take may use the PowerPoint to illustrate the energy conversions that


he Law of Conservation of Energy. Energy can It can only be converted from

disappear, then scientists look for it – leading In 1905, Albert Einstein said that mass and energy can

be converted into each other. He showed that if matter is destroyed, energy is created, The Instructor may show how to solve

problems using the law of conservation energy and also the energy equation E = mc2.

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12. This discussion will be a prelude for SCIMATP Activity Number 3a: Energy Sources/ 3b Design an alternative source of energy in the Philippines. The Instructor needs to emphasize that energy is needed to produce materials.

13. The Instructor connects the discussion by asking students if they know products in the market that performed well and those that has a problem in performance. Write in the blackboard the different answers and find a commonality in their answers for an excellent product and a product that failed. The instructor also discusses the meaning of product recall as a solution to products that have failed.

14. Perform SCIMATP Activity Number 3c: entitled Excellent Products/ 3d: Products

That Failed/3e: Design, create, or innovate the product that will be most useful in the market. The Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their report in class.

15. After finishing the activity, other suggested activities can also be done:

Perform SCIMATP Activity Number 3f: Visit the Philippine National Museum and Create a Report on the Philippines History of Materials. The Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their report in class.

If the students have not taken SCIMATPC, the Instructor may discuss Crystal

Structures and perform an activity on crystal structures by building models or drawing crystal structures using graphing paper with scale or other materials.

Table 1. Crystal Structures

Seven Crystal System

Axial Relationships Interaxial angles Unit Cell Geometry

Cubic a=b=c α=β= γ= 90°

Hexagonal a=bc α=β=90°,γ= 120°

Tetragonal a=bc α=β= γ= 90°

Rombohedral a=b=c α=β= γ90°

Orthorhombic abc α=β= γ= 90°

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Monoclinic

Triclinic

The Instructor explains the seven crystal systems based on the axial relationshipinteraxial angles. The illustration of the crystal is shown through its unit cell geometry. The Instructor may use the Thin Client to explain further the crystal system.

16. Perform SCIMATP Activity N

Build the Seven Crystal System using ALUM.

SCIMATP

abc α=γ=90°

abc αβγ90

explains the seven crystal systems based on the axial relationship. The illustration of the crystal is shown through its unit cell

The Instructor may use the Thin Client to explain further the crystal

Figure 47. Crystal Structure

Perform SCIMATP Activity Number 3g: Drawing the Seven Crystal Systems/3Build the Seven Crystal System using alternative materials/3

β

90°

explains the seven crystal systems based on the axial relationship and . The illustration of the crystal is shown through its unit cell

The Instructor may use the Thin Client to explain further the crystal

: Drawing the Seven Crystal Systems/3h: alternative materials/3i: Create a Crystal from

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SCIMATP ACTIVITY Number 3a Energy Sources

Name 10 energy source, classify it as renewable or non-renewable, what are the materials used in energy production, how is energy produced, and what are the advantages of this energy source.

Name of Energy Source Materials Used in Energy Production How is energy produced?

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SCIMATP ACTIVITY Number 3b:

Design an Alternative Energy Source in the Philippines With the energy problems faced by the Philippines especially in Mindanao, design an alternative energy source that will solve the problems of blackouts in the province of Mindanao and the rest of the country. Drawing/Sketch of Design

Discussion of the design

Estimated cost

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ASSESSMENT

Performance Task Energy Sources/ Design an alternative source of energy

Assessment Checklist The activity will be assessed based on understanding of topic (25%), presentation style (25%), Information (25%), and Use of facts (25%). Student Name: ___________________________________________________________

Rubric for Energy Sources


Understanding of topic 25%

The topic is clearly

understood, the topic in-depth, and

information is presented

forcefully and convincingly


understood, the topic in-depth,

and information is presented with

ease

The main points of the topic are

clearly understood and presented with

ease

No adequate understanding of

the topic

Presentation Style 25%

Consistently used gestures, eye

contact, tone of voice, and level of

enthusiasm in a way that kept the attention of the

audience

Used gestures, eye contact, tone

of voice and a level of


audience

Sometimes used gestures, eye

contact, tone of voice and a level

of enthusiasm in a way that kept the attention of the

audience

A presentation style that did not keep the attention

of the audience

Information 25%

All information presented in the

debate was clear, accurate, and

thorough

Most of information

presented in the debate was clear,

accurate, and thorough

Most of information

presented in the debate was clear, accurate, but was

not usually thorough

Information had several

inaccuracies or was usually not

clear

Use of Facts 25%

Every major point was well

supported with several relevant

facts and/or examples

Every major point was adequately

supported with relevant facts,

and/or examples

Every major point was supported

with facts and/or examples, but the relevance of some was questionable

Every point was not supported


Rubric for Final Product Design an alternative source of energy


Improvement (1)

Creativity 30%


Design Improvement



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easy to understand

With design discussion but

not easy to understand


functional

Without design discussion and not functional

Presentation 30%

The layout is exceptionally attractive in

terms of design, layout, and neatness.

The layout is attractive in

terms of design, layout and neatness.



messy.




Rubric Score: _______ Average Rubric Score: ________

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SCIMATP ACTIVITY Number 3c Excellent Products

Describe five products that performed well in the market. Classify the material and identify the structure and property of the material. Include its excellent features. Product and its description

Classification of Material

Structure – Size

Property of Material

Excellent features

Give examples of products that are made from the following materials: metals, ceramics, and polymers. In addition to this material, the composites and advanced materials.

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SCIMATP ACTIVITY Number 3d Products that Fail

Describe five products that have failed in the market. Classify the material and identify the structure and property of the material. Include the problems and solutions made by the company.

Product and its

description

Classification of Material

Structure – Size

Property of Material

Problems in the product

Solutions Made

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SCIMATP ACTIVITY Number 3e Design, create, or innovate the product that will be most useful in the market

Based on the research products, create, design, innovate the products using the materials learned in class that will be useful in the market. Drawing/Sketch of Design Discussion of the design Estimated cost

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ASSESSMENT

Performance Task Design, create, innovate the product that will be useful in the market.

Assessment Checklist The activity will be assessed based on understanding of topic (25%), presentation style (25%), Information (25%), and Use of facts (25%). Student Name: ___________________________________________________________

Rubric for Excellent Products/ Products that Fail


Improvement (1)



understood, the topic in-depth, and

information is presented




and information is presented with

ease

The main points of the topic are

clearly understood and presented with

ease

No adequate understanding

of the topic



contact, tone of voice, and level of


audience

Used gestures, eye contact, tone

of voice and a level of


audience


contact, tone of voice and a level

of enthusiasm in a way that kept the attention of the

audience

A presentation style that did not

keep the attention of the

audience

Information 25%



thorough

Most of information



Most of information

presented in the debate was clear, accurate, but was




clear

Use of Facts 25%




Every major point was adequately

supported with relevant facts,

and/or examples

Every major point was supported with

facts and/or examples, but the relevance of some was questionable



Rubric for Final Product Design, create, or innovate the product that will be useful in the market


Improvement (1)

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Creativity 30%


Design Improvement




Very good design

description, very easy to

understand




functional


Presentation 30%







messy.




Rubric Score: _______ Average Rubric Score: _______

ASSESSMENT

Performance Task

SCIMATP Activity Number 3f: Visit the Philippine National Museum and create a pamphlet on the Philippine History of Materials. The pamphlet should start from prehistoric times up to the Spanish Colonial period.

Assessment Checklist The pamphlet will be assessed based on understanding of topic (25%), presentation style (25%), Information (25%), and Use of facts (25%). Student Name: ___________________________________________________________

Rubric for Pamphlet on the Philippine History of Materials


Good (3)

Satisfactory (2)

Needs Improvement

(1)




and information is presented


The topic is clearly understood, the

topic in-depth, and information is presented with

ease

The main points of the topic are clearly

understood and presented with ease

No adequate understanding of

the topic

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contact, tone of voice, and level of enthusiasm in a way that kept the attention of

the audience

Used gestures, eye contact, tone of

voice and a level of enthusiasm in a way that kept the attention of the

audience


contact, tone of voice and a level of enthusiasm in a way

that kept the attention of the

audience

A presentation style that did not keep the attention

of the audience

Information 25%



thorough

Most of information



Most of information presented in the

debate was clear, accurate, but was




clear

Use of Facts 25%




Every major point was adequately supported with relevant facts,

and/or examples

Every major point was supported with

facts and/or examples, but the relevance of some was questionable



ASSESSMENT

Performance Task

SCIMATP Activity Number 3g: Drawing the Seven Crystal Systems Using a graphing paper, ruler, protractor, draw and create a scale to draw the seven crystal system based on the axial relationship and interaxial angles.

SCIMATP Activity Number 3h: Build the Seven Crystal System using alternative materials such as barbecue sticks and colored clays.


The drawing will be assessed based on skills (50%) and presentation of result (50%). Student Name: ___________________________________________________________

Rubric for Drawing the Seven Crystal Systems


Improvement (1)

Skills 50%


worker.



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Presentation of Result 50%

The drawing is exceptionally attractive in


The drawing is attractive in


The drawing is acceptably


messy.

The drawing is distractingly



Rubric Score: _______ The structure will be assessed based on creativity (30%), design (40%), and presentation of result (30%).

Rubric for Build the Seven Crystal System using alternative materials

Criterion Excellent (4) Good (3) Satisfactory (2)

Needs Improvement

(1) Creativity 30%


Design Improvement



Design 40%

Very good design

description, very easy to understand




functional


Presentation 30%





The layout is acceptably attractive

though it may be a bit messy.


messy or very poorly

designed. It is not attractive.


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ASSESSMENT

Performance Task SCIMATP Activity Number 3i: Create a Crystal from ALUM

Procedure for making this project can be downloaded at:

http://chemistry.about.com/cs/howtos/ht/alumcrystal.htm

Materials needed: 1 cup alum powder, nail/paper clip, boiling water, large jar, hammer, string, tape, pot holder

1. Punch a hole in the lid of a large jar with a hammer and nail.

2. Thread string through the hole in the lid so that the string reaches the bottom of the

jar. Hold the string to the lid by tying it to the nail or a paper clip.

3. Boil enough water to fill the jar. Pour one cup of alum into the jar and add the boiling

water.

4. Place the lid on the jar making sure the string hangs free. Tape the hole on the top of

the lid completely closed.

5. Shake well. Repeat twice more, in 15 minute intervals. Wait one hour and shake

again.

6. Let rest undisturbed overnight.


The crystal will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________

Rubric for Create a Crystal from ALUM


Improvement (1)

Creativity 30%


Design Improvement




Very good design

description, very easy to understand




functional


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Presentation 30%








messy or very poorly

designed. It is not attractive.


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TOPIC 4 Thermal Property of Materials

Figure 48. Thermal Properties of Materials

In the picture shows the different types of heat transfer, convection, conduction, and

radiation, latent heat on the other hand is the change of phase.


OBJECTIVES By the end of the lesson, the student will be able to: 1. Define heat, specific heat, temperature, and the unit of heat 2. Identify instruments that measures temperature and heat 3. Describe different types of heat transfer 4. Explain the relationship between temperature and expansion 5. Know the coefficient of linear expansion of metals 6. State what is a phase change and latent heat 7. Recall the different change of phase: fusion, evaporation, condensation, and

sublimation 8. Distinguish latent heat of fusion and latent heat of vaporization 9. State the definition of conservation of energy 10. Solve basic calorimetry problems 11. Describe greenhouse effect. 12. Distinguish climate change from global warming. 13. Design a preparedness plan for hazardous weather such as typhoon and hot weather

MATERIALS/EQUIPMENT Multimedia Projector Thin Client Computer LCD Monitor Speakers Wireless Presenter with Laser Pointer SCIMATP Activity sheet Number 4a: Temperature Conversions SCIMATP Activity 4b: Create a preparedness plan for Hazardous weather

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SCIMATP Activity Number 4c:Heat from different materials/4d:Design activities that reduce risks and lessen effects of climate change


• Heat is hotness of a system. • Temperature is defined as a reading from a thermometer. • Three types of heat transfer is conduction, convection, and radiation. • Fluid is liquid. • Expansion is proportional to increase in temperature. • The unit of heat is calories. • Calories the same unit of energy in food. • Greenhouse is a house of plants. • Greenhouse effect is the warming of earth. • Climate change is global warming.

KEY CONCEPT POINTS FOR UNDERSTANDING 1. Heat is the energy in transit from a high temperature object to a lower temperature

object.

2. Specific heat is the amount of heat per unit mass required to raise the temperature by one degree Celsius.

3. A convenient operational definition of temperature is that it is a measure of the

average translational kinetic energy associated with the disordered microscopic motion of atoms and molecules.

4. Transitions between solid, liquid, and gaseous phase is called phase change.

5. The energy required to change a gram of a substance from the solid to the liquid state

without changing its temperature is commonly called "heat of fusion".

6. The energy required to change a gram of a liquid into the gaseous state at the boiling point is called the "heat of vaporization".

7. The most common units for heat are Calorie, Joule, and BTU (British Thermal Unit)

8. The fractional thermal expansion of a uniform linear object is proportional the temperature change.

9. The law of conservation of energy states that the total energy of an isolated system cannot change.

10. Energy can be neither created nor destroyed, but can change form

11. Solving calorimetry problems is determining the changes in the energy of a system by measuring the heat exchanged with the surroundings.

12. The greenhouse effect refers to circumstances where the short wavelengths of visible light from the sun pass through a transparent medium and are absorbed, but the longer wavelengths of the infrared re-radiation from the heated objects are unable to pass through that medium. The trapping of the long wavelength radiation leads to more heating and a higher resultant temperature.

13. Global warming is the continuing rise in the average temperature of the Earth's

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climate system.

14. Climate change is a statistical distribution of weather patterns over periods of time ranging from decades to millions of years.

PROCEDURE/ACTIVITIES AND DISCUSSION QUESTIONS 11th – 12th Class Meeting: 1. The Instructor presents a PowerPoint lecture about Heat. The lecture can be

downloaded at:


In the PowerPoint lecture, an example is given to distinguish the difference between a woodstove against an open camp fire. Ask the students which is more efficient. Discuss how heat moves in a woodstove inside a house. Compare it with heat involved in an open camp fire.

Figure 49. Woodstoves vs. Open Fires

2. The Instructor leads the discussion by asking students what is thermodynamics. From

the word thermo, the will associate it with Heat. While dynamics is motion. Thermodynamics is heat in motion. But how about the heat. Write in the blackboard the different answers. Find in a commonality in their answers to establish the exact meaning of Heat. Students may associate heat to temperature. Until they arrive with the correct answer, the Instructor may lead it to the exact definition of heat which is defined as the energy in transit from a high temperature object to a lower temperature object.

3. As the discussion progresses, the Instructor connects the discussion on the definition

of temperature. Students may associate temperature with a measuring apparatus, a thermometer. The Instructor defines temperature as an operational definition which is a measure of the average translational kinetic energy associated with the disordered microscopic motion of atoms and molecules. Since there are important words in the definition, average translational kinetic energy, disordered microscopic motion, it’ s better to describe the two definitions using the molecules in motion in the PowerPoint lecture or use the Thin Client. Molecules are moving slow when there is cold temperature, while molecules moves fast when there is hot temperature.

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Figure 50. Kinetic Molecular Energy

4. The Instructor gives examples of temperature from the hottest which scientist has measured and the coldest temperature. At this point, the Instructor leads the discussion to William Thomson, famously know as Lord Kelvin. Refer to the PowerPoint lecture show examples of temperature of different systems.

Figure 51. Kelvin Scale

5. The Instructor recalls to the students the temperature scales, Kelvin (K), Celsius, and

Fahrenheit. The Instructor leads the discussion in the conversion of Celsius to Kelvin and Fahrenheit. The Instructor shows an example of the conversion from the PowerPoint lecture. The Instructor may also give problem solving exercise to student.

Figure 52. Temperature Conversion

6. Perform SCIMATP Activity Number 4a: Temperature Conversions/ 4b Create a

preparedness plan for hazardous weather Note: For Activity 4b, the Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their report in class.

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13th – 14th Class Meeting 1. The Instructor continues the lecture of temperature in connection with expansion.

Since an increase in temperature with a thermometer corresponds to an expansion of the mercury inside the thermometer. The Instructor may use the Thin Client to illustrate the discussion.

Figure 53. Thermometer

NOTE: Mercury is dangerous that’ s why most thermometers right now contains alcohol.

2. The Instructor shows the PowerPoint where a metal rod is placed in a burning wood. The burning wood will transfer the heat towards the other end of metal rod which is the coldest part. The natural flow of heat is from hot to cold. After prolonged transfer of heat, the metal may experience an expansion, and the rod may not be touched anymore. This condition is called linear expansion and may occur with different types of metals. The Instructor may use the Thin Client to download a table of coefficient of linear expansion of metals in the DLSU Physics website table of constants:

http://www.dlsu.edu.ph/academics/colleges/cos/physics/experiments.asp

Figure 54. Linear Expansion

7. The Instructor also must emphasize that it takes energy to transfer heat. For different

substances, there are specific heat values. The Instructor will ask and lead the students’ on the definition of specific heat which is the amount of heat required per unit mass to raise the temperature by one degree Celsius. The Instructor may use the Thin Client to download a table of specific heat values in the DLSU Physics website. The Instructor may also give problem solving exercise to student.

http://www.dlsu.edu.ph/academics/colleges/cos/physics/experiments.asp

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Figure 55. Specific Heat Capacity

3. The Instructor connects the discussion with the different types of heat transfer. Using the PowerPoint lecture, the slide shows a kitchen ware with water being heated which describes heat transfer from conduction, convection, and radiation. Conduction is heat flow through the metal part of the kitchen ware, convection is the heat flow through moving fluids, and radiation is the heat flow through light which is coming from the fire place. All heat transfers move from hot to cold.

Figure 56. Heat Transfer

4. The discussion of temperature can be extended to the temperature in the environment as well as global temperature. The Instructor connects the discussion on greenhouse effect, global warming and climate change.

5. The Instructor extends the discussion on the Greenhouse Effect. The students are

asked about its definition. Write in the blackboard the different answers. Find in a commonality in their answers to establish the exact meaning which refers to circumstances where the short wavelengths of visible light from the sun pass through a transparent medium and are absorbed, but the longer wavelengths of the infrared re-radiation from the heated objects are unable to pass through that medium. The trapping of the long wavelength radiation leads to more heating and a higher resultant temperature. Use the PowerPoint to illustrate the concept.

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Figure 57. Greenhouse Effect

6. Perform SCIMATP Activity Number 4c/4d: Heat from different substances/Design activities that reduce risks and effects of climate change. Note: For Activity 4d, the Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their report in class.

7. After finishing the activity, other suggested activities are the following: SCIMATP Activity Number 4e: Watch and critique the film An Inconvenient

Truth Perform SCIMATP Activity Number 4f: Specific heat of Solids/ 4g: Design a

vacation resort using the concept of specific heat of solids.

The Instructor discusses and defines specific heat as the amount of heat per unit mass required to raise the temperature by one degree Celsius. The relationship between heat and temperature change is usually expressed in the form shown below where c is the specific heat. The relationship does not apply if a phase change is encountered, because the heat added or removed during a phase change does not change the temperature.

Figure 58. Specific Heat Capacity

The specific heat of water is 1 calorie/gram °C = 4.186 joule/gram °C which is higher than any other common substance.

Perform SCIMATP Activity Number 4h Linear Expansion of Metals/ 4i:

Research and compare the different dental braces in the market. Which is the best dental brace?

NOTE: The Instructor explains the concept of linear expansion. The length of an object is depends on temperature. When something is heated or cooled, its length changes by an amount proportional to the original length and the change in temperature:

The coefficient of linear expansion depends on the material an object is made from. See table of references:

http://www.engineeringtoolbox.com/linear-expansion-coefficients-d_95.html

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The Instructor may give problem solving exercise.

Perform SCIMATP Activity Number 4j: Latent Heat of Fusion /4k: Design an

experiment to determine which of two substances (for instance, ice and packaged coolant) will keep an insulated food cooler

Perform SCIMATP Activity Number 4l: Latent Heat of Vaporization/ 4m:

Design a heat therapy system

NOTE: The Instructor explains the concept of Phase change. Transitions between solid, liquid, and gaseous phases typically involve large amounts of energy compared to the specific heat. If heat were added at a constant rate to a mass of ice to take it through its phase changes to liquid water and then to steam, the energies required accomplishing the phase changes (called the latent heat of fusion and latent heat of vaporization). The Instructor may give problem solving exercise.

Figure 59. Phase Change

SCIMATP Activity Number 4n: Read and critique about “ When Safety Measures

are Not Met: The Mar copper, PHILEX and Lafayette Mining Incident”

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SCIMATP Activity Number 4a Temperature Conversions

Convert the given temperature from Kelvin to Celsius and Fahrenheit.

Given Conversion 1 (Celsius) Conversion 2 (Fahrenheit)

Supernova core: 100,000,000,000 K

Core of sun: 15,000,000 K

Surface of sun: 6,000 K

Lava: 1,200 K

Room temperature: 294 K

Ice: 273 K

Dry ice: 164 K

Liquid nitrogen: 77 K

Liquid He: 4 K

Universe: 2.7 K

Dilution refrigerator: 0.003 K

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SCIMATP Activity 4b Create a preparedness plan for hazardous weather

The Philippines is always being hit by hazardous weather such as extreme heat and tropical cyclones and a lot of people have died because of lack of preparation. Create a preparedness plan to reduce health risks and property damage when hazardous weather occurs.

Hazardous Weather Preparedness Plan

For Hot Weather

For Typhoons

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ASSESSMENT

Performance Task

Temperature Conversions/Create a preparedness plan for Hazardous weather


The conversion will be assessed based on skills (50%), and discussion of result (50%). Student Name: ___________________________________________________________

Rubric for Temperature Conversions


Improvement (1)

Skills 50%


worker.




Excellent worksheet


convincingly



Partially completed




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The plan will be assessed based on creativity (30%), design (40%), and presentation (30%).

Rubric for Create a preparedness plan for hazardous weather


Improvement (1)

Creativity 30%


Design Improvement



Design plan 40%

Very good design


understand




functional


Presentation 30%







messy.




Rubric Score: _______ Average Rubric Score: _________

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SCIMATP Activity Number 4c Heat Absorbed from different materials

Given the specific heat (Calories per gram degree Celsius) of the following substances, obtain the Heat absorbed if the mass is 100 grams and the change in temperature is 10 degrees Celsius.

Substance Specific Heat

(Calories per gram degree Celsius)

Heat Absorbed Rank from lowest to highest

Alcohol 0.58

Aluminum 0.22

Concrete 0.7

Copper 0.093

Glass 0.20

Gold 0.030

Granite 0.19

Human body 0.83

Ice 0.50

Iron 0.11

Lead 0.030

Mercury 0.033

Silver 0.056

Water 1.00

Wood, pine 0.47

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SCIMATP Activity Number 4d Design activities that reduce risks and lessen effects of climate change

The Philippines experiences the Global phenomenon of Climate Change.

Typhoons are extremely strong with the recent onslaught of Yolanda and hot temperatures are registering beyond the normal limit. Design activities that reduce risks and lessen effects of climate change.

Title of Activity Discussion of Activity

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ASSESSMENT

Performance Task

Heat absorbed from different materials/Design activities that reduce risks and lessen effects of climate change


The conversion will be assessed based on skills (50%) and discussion of result (50%). Student Name: ___________________________________________________________

Rubric for Heat absorbed from different materials


Improvement (1)

Skills 50%


worker.




Excellent worksheet


convincingly



Partially completed




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The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________

Rubric for Design activities that reduce risks and lessen effects of climate change


Improvement (1)

Creativity 30%


Design Improvement




Very good design


understand




functional


Presentation 30%











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SCIMATP Activity Number 4e The Inconvenient Truth: Film Critique

Because of Industrialization, the earth experiences the greenhouse effect that leads to global warming. Design activities that reduce the risks and effects of global warming.

Title of Activity Discussion of Activity

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ASSESSMENT

Performance Task Watch and critique the film The Inconvenient Truth. The Instructor may reserve the film in the DLSU Library for student viewing. The trailer can be viewed at: http://www.youtube.com/watch?v=Bu6SE5TYrCM

Assessment Checklist The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________ Rubric for Design activities that reduce the risks and effects of global warming


Improvement (1)

Creativity 30%


Design Improvement




Very good design


understand




functional


Presentation 30%







messy.





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SCIMATP Activity Number 4f

Specific heat of Solids (Reference: Physics Laboratory Manual 2 – Specific Heat of Solids)

Note: This activity requires a physics laboratory. Either the Instructor performs a demonstration or brings the class to the physics laboratory and performs the activity. After finishing the activity, the students are asked to answer the following questions:

1. How do the specific heats of the samples compare with the specific heat of water?

2. What does it mean when a certain material has a high or low specific heat capacity?

3. Do substances that heat up quickly normally have high or low specific heat capacity?

4. Discuss any unwanted heat loss or gain that might have affected your results?

5. If the metal specimens placed in the calorimeter containing cold water was wet, how would the value obtained for specific heat be affected? Why?

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SCIMAT Activity Number 4g Design a vacation resort using the concept of specific heat of solids.

The Philippines is known for excellent beaches and resorts for tourists. Design a vacation resort and in particular the type of material that will be used in the beach front or resort. Drawing/Sketch of Design


Estimated cost

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ASSESSMENT

Performance Task Design a vacation resort and in particular the type of material that will be used in the beach front or resort.

Assessment Checklist The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________ Rubric for Design a vacation resort and in particular the type of material that will be used in the beach front or resort


Improvement (1)

Creativity 30%


Design Improvement




Very good design


understand




functional


Presentation 30%







messy.





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SCIMATP Activity Number 4h

Linear Expansion (Reference: Physics Laboratory Manual 2 – Linear Expansion)

Note: This activity requires a physics laboratory. Either the Instructor performs a demonstration or brings the class to the physics laboratory and performs the activity. After finishing the activity, the students are asked to answer the following questions: 1. To which measurement or reading do you attribute most of the error? Explain. 2. If you measured the original length in inches, and the lever form expansion apparatus

gave readings in inches, would you have obtained the same value ofα? Why? 3. If the lengths were in centimeters but the temperatures used were in degrees

Fahrenheit, what value of α per degree Fahrenheit would you have observed? 4. Which is the most serious, an error of 1 mm in measuring the original length or an

error of 0.01 mm in measuring the amount of expansion? Support your answer. 5. Do you think something more precise than a meter stick for measuring the length

should be used? Why?

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SCIMATP Activity Number 4i Research, create, design, innovate affordable dental braces

People having problems with their teeth because of misalignment and gaps undergo orthodontic treatment such as dental braces which are expensive. Design a dental brace that is affordable and performs well in the treatment. Drawing/Sketch of Design


Estimated cost

DLSU -SCIMATP

ASSESSMENT

Performance Task

Linear Expansion/Research, create, design, innovate affordable dental braces

Assessment Checklist The inquiry based activity will be assessed based on performance (30%), skills (30%), and discussion of result (30%). Student Name: ___________________________________________________________ Rubric for Linear Expansion


Improvement (1)

Performance 30%



done on time


done on time

Did almost as much work as

the other members of the

group


group

Skills 30%


worker.




Excellent worksheet


convincingly



Partially completed




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The design will be assessed based on organization (30%), Scientific Accuracy (30%), and presentation of arguments or explanations (40%). Rubric for Reaction Paper Research, create, design, innovate affordable dental braces


Improvement (1)

Organization 30%

Manuscript is well-organized and structured.

Manuscript is organized but

lacks certain key elements.

Manuscript show organization but

has several portions that are

not relevant.

Manuscript is disorganized and

the flow of information and arguments are

confusing.

Scientific Accuracy 30%

Scientific explanations or

facts presented/cited

are 100% accurate.



show some inaccuracies.



show a significant number of

inaccuracies

Scientific explanations or facts presented or cited are all misconceptions

Presentation of Arguments or Explanations 40%

Arguments and explanations presented are

clear, valid, and convincing.

Arguments presented are

clear, valid, and convincing but

has several flaws.

The arguments and explanations presented only

partially addressed the

problem.

The arguments and explanations presented do not

in any way address the problem.


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SCIMATP Activity Number 4j Heat of Fusion

(Reference: Physics Laboratory Manual 2 – Heat of Fusion) Note: This activity requires a physics laboratory. Either the Instructor performs a demonstration or brings the class to the physics laboratory and performs the activity. After finishing the activity, the students are asked to answer the question: a. What advantage might the commercially packaged coolant material have over ice

other than that it produces less mess? b. What properties would a material need in order to be a better coolant than ice?

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SCIMATP Activity Number 4k Design an experiment to determine which of two substances (ice and packaged

coolant) will keep an insulated food cooler 1. cool for the longest time, and 2. lower temperature

Conditions Design of experiment ice

Design of experiment packaged coolant

1. cool for the longest time

2. lower temperature

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ASSESSMENT

Performance Task

Heat of Fusion/ Design an experiment to determine which of two substances (ice and packaged coolant) will keep an insulated food cooler

Assessment Checklist The inquiry based activity will be assessed based on performance (30%), skills (30%), and discussion of result (30%). Student Name: ___________________________________________________________ Rubric for Heat of Fusion


Improvement (1)

Performance 30%



done on time


done on time



group


group

Skills 30%


worker.




Excellent worksheet


convincingly



Partially completed worksheet.

Some questions answered correctly



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The design will be assessed based on organization (30%), Scientific Accuracy (30%), and presentation of arguments or explanations (40%). Rubric for Design an experiment to determine which of two substances will keep an insulated food cooler


Improvement (1)

Organization 30%






not relevant.



confusing.




are 100% accurate.







inaccuracies







has several flaws.



problem.




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SCIMATP Activity Number 4l Heat of Vaporization

(Reference: Physics Laboratory Manual 2 – Heat of Fusion) Note: This activity requires a physics laboratory. Either the Instructor performs a demonstration or brings the class to the physics laboratory and perform the activity. After finishing the activity, the students are asked to answer the following questions: 1. How much energy is released when a gram of steam at 100oC condenses to water at

100oC? 2. How much energy is released when a gram of steam at 100oC condenses to ice water

at 0oC? 3. Why would a burn produced by 1 gram of steam at 100oC do more damage than a

burn caused by 1 gram of water at 100oC? 4. When water in the vapor state condenses, is the surrounding air warmed or cooled?

Explain. 5. Speculate on how the heat of vaporization might influence climate and weather

systems.

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SCIMATP Activity Number 4m Design a heat therapy system

Human wellness and natural stress relief treatments such as spa, sauna, and hydrotherapy are popular nowadays. Design a heat therapy system for health and wellness. Drawing/Sketch of Design


Estimated cost

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ASSESSMENT

Performance Task Heat of vaporization/Design a heat therapy system for health and wellness


The inquiry based activity will be assessed based on performance (30%), skills (30%), and discussion of result (30%). Student Name: ___________________________________________________________ Rubric for Heat of vaporization


Improvement (1)

Performance 30%



done on time


done on time



group


group

Skills 30%


worker.




Excellent worksheet


convincingly



Partially completed




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The design will be assessed based on organization (30%), Scientific Accuracy (30%), and presentation of arguments or explanations (40%). Rubric for Reaction Paper Design a heat therapy system for health and wellness


Improvement (1)

Organization 30%






not relevant.



confusing.




are 100% accurate.







inaccuracies







has several flaws.



problem.




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SCIMATP Activity Number 4n Safety Measure: The Marcopper Incident, PHILEX, and Lafayette Mining Incident

The following are the articles in reference to the mining incidents:

http://www.twnside.org.sg/title/toxic-ch.htm http://www.gmanetwork.com/news/story/281988/news/nation/philex-spill-biggest-mining-disaster-in-phl-surpassing-marcopper-denr http://www.minesandcommunities.org/article.php?a=2309

From the articles and news clippings, it was reported the adverse effects of mining to the community and environment. Making a balance in industrialization and environmental protection, design activities that reduce the risks and effects of mining disasters Title of Activity Discussion of Activity

ASSESSMENT

Performance Task Read and critique about “ When Safety Measures are Not Met: The Marcopper Incident, PHILEX, and Lafayette Mining Incident.”

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Assessment Checklist The design will be assessed based on organization (30%), Scientific Accuracy (30%), and presentation of arguments or explanations (40%). Student Name: ___________________________________________________________

Rubric for Reaction Paper Design activities that reduce the risks and effects of mining disasters


Organization 30%






not relevant.



confusing.




are 100% accurate.







inaccuracies


facts presented or cited are all

misconceptions






has several flaws.



problem.




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TOPIC 5 Electrical and Magnetic Property of Materials

Figure 1. Electromagnetic Induction

Electricity and Magnetism have similarities and difference. They can also be combined. In the picture shown, how do you make an electromagnet?


OBJECTIVES:

By the end of the lesson, the student will be able to: 1. Recall concept of basic electricity. 2. Define electric current, resistance, voltage, and power 3. State Ohm’ s Law 4. Summarize the rules for resistors in series and parallel connection 5. Recall concept of basic magnetism 6. Distinguish Paramagnetic, Ferromagnetic, and Diamagnetic Materials 7. Create solutions to the lingering problem of source of electricity and cost so as not to

burden Filipino consumers and to avoid problems of no electricity especially in Mindanao.

8. Create an electrical design to place a surveillance camera or protection gadget in your house.

MATERIALS/EQUIPMENT: Multimedia Projector Thin Client Computer LCD Monitor Speakers Wireless Presenter with Laser Pointer

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SCIMATP Activity Sheet Number 5a: ENERGY SOURCES/ 5bCreate solutions to the lingering problem of source of electricity and cost

SCIMATP Activity Sheet Number 6a: Resistors in Series SCIMATP Activity Sheet Number 6b: Resistors in Parallel/ Create an electrical

design to place a surveillance camera or protection gadget in your house

STUDENTS’ INITIAL IDEAS ABOUT TOPIC: 1. Electricity are moving charges. 2. Current, voltage, and resistance are all related Ohm’ s law. 3. Christmas lights are made from parallel connection. 4. Magnetism has north and south poles.

KEY POINTS FOR UNDERSTANDING:

1. Electricity is the flow of electrical energy through some conductive material.

2. Current is a measure of the magnitude of the flow of electrons in a circuit. It is

measured in Amperes, or Amps.

3. Voltage is a measure of the electrical energy of a circuit. It is measured in Volts.

4. Resistance is a measure of a material’ s ability to oppose the flow of electricity. It is measured in Ohms.

5. A circuit is a closed loop containing a source of electrical energy (like a battery) and a load (like a light bulb).

6. Conductors are materials through which electrical current moves freely.

7. Insulators are materials which prevent the flow of electricity.

8. Resistors resist, but do not totally block, the flow of electricity. They are used to control the flow of current.

9. Voltage (V), Current (I), and Resistance are related by the following formula: Volts = Amps x Ohms, which is called the Ohm’ s Law.

10. Current (I), voltage (V), and resistance (R) are also related to electrical power (P) (measured in watts), as follows: Watts = Volts x Amps

11. When resistors are in series, the voltage drops across each resistor, and the total resistance is equal to the sum of all the resistors: R= R1 + R2. The current anywhere is constant. The total of all the voltage drops equals the voltage across the battery. So V = V1 + V2. If the values of the resistors are known, use the formula V= I x R to calculate the exact voltages at each point.

12. For resistors in parallel, the voltage across them is equal, but the current is divided between them, hence the total current is I1 + I2 while the total resistance is the sum of the inverse: 1/R1 + 1/R2 = 1/R.

13. The magnetic field is the central concept used in describing magnetic phenomena.

14. A region or a space surrounding a magnetized body or current-carrying circuit in which resulting magnetic force can be detected.

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15. A magnetic field consists of imaginary lines coming from moving or spinning

electrically charged particles.

16. The magnetic field of an object can create a magnetic force on other objects with magnetic fields. That force is what we call magnetism.

17. When two magnets or magnetic objects are close to each other, there is a force that attracts the poles together.

18. When two magnetic objects have like poles facing each other, the magnetic force pushes them apart.

19. The magnetic and electric fields are both similar and different. They are also inter-related.

20. Just as the positive (+) and negative (−) electrical charges attract each other, the N and S poles of a magnet attract each other.

21. In electricity like charges repel, and in magnetism like poles repel.

22. The magnetic field is a dipole field. That means that every magnet must have two poles.

23. On the other hand, a positive (+) or negative (−) electrical charge can stand alone.

24. Diamagnetism is the property of an object which causes it to create a weak magnetic field in opposition of an externally applied magnetic field.

25. Paramagnetism is a form of magnetism which occurs only in the presence of an externally applied magnetic field.

26. Ferromagnetism is the “ normal” form of magnetism, with which most people are familiar, as exhibited in horseshoe magnets and refrigerator magnets.

27. Magnetic resonance imaging is a technique that uses a magnetic field and radio waves

to create detailed images of the organs and tissues within a human body.

.

PROCEDURE/ACTIVITIES AND DISCUSSION QUESTIONS: 15th -16th Class Meeting: 1. The Instructor presents a PowerPoint lecture about Electricity. The lecture can be

downloaded at:

2. In the PowerPoint lecture, the different electrical equipment are shown to measure electricity. Discuss how each instrument functions.


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Figure 2 : Electrical equipments

(Reference: PowerPoint lecture on Electricity) The Instructor leads the discussion by asking students what are the sources of electricity. Write in the blackboard the different answers. The Instructor may use the thin client to show different sources of energy.

3. Perform SCIMATP ACTIVITY Number 5a: Alternative Electrical Energy Source/ 5b

Create solutions to the lingering problem of source of electricity and cost. The Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their report in class.

4. The Instructor continues the discussion on current, voltage and resistance. The

students are asked to define current. The Instructor may lead definition in terms of a battery and a light bulb. The bulb will light if a current flows in the bulb with the correct voltage and conductor. The PowerPoint shows a diagram of a complete circuit and the appropriate size of a conductor, which is the wire in the circuit.

Figure 3. Electric Current

Figure 4. Gauge number and diameter of conductors

http://www.energy4me.org/energy-facts/energy-sources/

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NOTE: The Instructor emphasizes the difference between electron flow and current direction in the circuit. Also, in real world applications, the size of the wire depends on the AWG (average wire gauge) and its application.

Figure 5. Different Conductor Forms

5. As the discussion progresses, the Instructor connects the discussion to the relationship

of Voltage (V), Current (I), and Resistance which are related by the formula: V = I x R, which is called the Ohm’ s Law.

Figure 6. Ohm’s Law

(Reference: PowerPoint lecture on Electricity)

NOTE: The Instructor emphasizes that Current (I) and voltage (V) are related to electrical power (P) which is measured in watts and are related to the formula: P = I x V, the unit is Watts.

17th -18th Class Meeting 6. The Instructor discusses resistors in series connection and gives an example on how a

Christmas light works if it is connected in series. The Instructor asks the students what happens when a bulb in a Christmas light connected in series did not light? Based on experience, the students will answer it will not light at all. The instructor connects the answer to the rule of resistors in series connection. When resistors are in series, the voltage drops across each resistor, and the total resistance is equal to the sum of all the resistors: R= R1 + R2. The current anywhere is constant. The total of all the voltage drops equals the voltage across the battery. So V = V1 + V2. If the values of the resistors are known, use the formula V= I x R to calculate the exact voltages at each point. Discuss an example as shown in the PowerPoint.

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Figure 7. Ohm’s law in series circuit

7. For resistors in parallel, the Instructor asks the student what happens to a Christmas

light in parallel connection if one of the bulbs did not light. Based on experience, the answer of the student it will still light up. The Instructor connects the discussion to the rules of resistor in parallel connection. The voltage across them is equal, but the current is divided between them, hence the total current is I1 + I2 while the total resistance is the sum of the inverse: 1/R1 + 1/R2 = 1/R. Discuss an example as shown in the PowerPoint.

Figure 8. Ohm’s law in parallel circuit

8. Perform SCIMATP Activity Number 5c: Resistors in Series/ 5d Resistors in Parallel.

The Instructor tells the class to form groups to enhance cooperative learning. This can be done by forming only two or three students in a group. The group will assign a leader, secretary, and member. After finishing the activity, the group will present their report in class. NOTE: The Instructor may extend the discussion to the concept of ESD or Electrostatic Discharge. Electrostatic discharge (ESD) is the sudden flow of

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electricity between two electrically charged objects caused by contact, an electrical short, or dielectric breakdown. ESD can cause a range of harmful effects of importance in industry, including gas, fuel vapor and coal dust explosions, as well as failure of solid state electronics components such as integrated circuits. The Instructor may use the think client to further explain the concept or the PowerPoint lecture.

Figure 9. Electrostatic Discharge

(Reference: PowerPoint lecture on Electricity)

9. The Instructor describes the similarity of magnetism and electricity. Just as the

positive (+) and negative (-) electrical charges attract each other, the N and S poles of a magnet attract each other. In electricity like charges repel, and in magnetism like poles repel. The Instructor may use the illustration shown below.

Figure 10. Magnetic field lines

10. The Instructor discuss different kinds of magnetism depending on the type of

material. Diamagnetism is the property of an object which causes it to create a weak magnetic field in opposition of an externally applied magnetic field. Paramagnetic is a form of magnetism which occurs only in the presence of an externally applied magnetic field. Ferromagnetism is the "normal" form of magnetism, with which most people are familiar, as exhibited in horseshoe magnets and refrigerator magnets. The Instructor may use the illustration shown below.

http://www.computerhope.com/esd.htm

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Figure 11. Diamagnetic materials

Figure 12. Paramagnetism and Ferromagnetism

NOTE: After finishing the activity, other suggested activities can be done:

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SCIMATP ACTIVITY Number 5f: Color coding of resistors

The Instructor discusses the color coding of resistors. with colors to identify their value and function.

The colors brown, red, green, blue, and violet are used as band resistors only. All 5(20%) "band" is only used with the "4"band").

SCIMATP


The Instructor discusses the color coding of resistors. with colors to identify their value and function. See table:

The colors brown, red, green, blue, and violet are used as band resistors only. All 5-band resistors use a colored tolerance band. The blank (20%) "band" is only used with the "4-band" code (3 colored bands + a blank

Figure 13. Color bands in Resistors

http://sub.allaboutcircuits.com/images/11066.png


The Instructor discusses the color coding of resistors. Resistors are coded are See table:

The colors brown, red, green, blue, and violet are used as tolerance codes on 5-band resistors use a colored tolerance band. The blank

band" code (3 colored bands + a blank

Figure 13. Color bands in Resistors

http://sub.allaboutcircuits.com/images/11066.png

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SCIMATP ACTIVITY Number 5g: Meralco Bill Computation

Note: The Instructor discusses the Meralco Bill especially on the details of Charges. The Thin can Client can be used to show the breakdown at:

1. Generation - This goes to the generating companies (National Power

Corporation and Independent Power Producers) or power suppliers. 2. Transmission - This goes to the Transmission Company (Trans-Co). 3. System Loss - This is the recovery of the cost of power loss due to

technical and non-technical system losses. 4. Distribution - These charges go to Meralco and cover the many services

and tasks it performs, such as: 5. The cost of building, operating and maintaining its distribution system; 6. Billing, collection, customer service, records maintenance, and associated

services; 7. Reading, operating and maintaining power metering facilities; 8. Adjustments for the unavoidable fluctuations in the ex-change rate of the

Philippine Peso against the US Dollar. 9. Subsidies - The subsidies under this group provide for socialized pricing

mechanisms for marginalized customers and the different customer classifications.

10. Government Taxes and Universal Charges - These subgroups include taxes and other charges remitted to the national and local governments and the Power Sector Assets and Liabilities Management Corporation (PSALM). These remittances are used to fund the electrification of remote areas not connected to the transmission system.

11. Other Charges - These refer to items not included above like backbillings, application of refund, pre-payments, etc.

http://www.meralco.com.ph/customer/page-cusCare-billFAQs.html

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Sample Meralco Billing Statement:

Figure 14. Meralco billing statement

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SCIMATP ACTIVITY Number 5h

Magnetism/ Research and Create a flyer of treatments using the Magnetic Resonance Imaging (MRI)

NOTE: The Instructor discusses the concept of magnetic field. The Thin client can be used to further explain the topic at:

Magnetic field are produced by electric currents, which can be currents in wires, or currents associated with electrons in atomic orbits. The magnetic field has a symbol B and is defined as a force on a moving charge. The magnetic field leads to many practical applications. Magnetic field sources are dipolar in nature, having a north and south magnetic pole. The SI unit for magnetic field is the Tesla. A smaller magnetic field unit is the Gauss (1 Tesla = 10,000 Gauss). The following illustrations are examples of magnetic field sources.

Figure 15. Magnetic field lines of different sources

NOTE: On the research and report about the design of an MRI (Magnetic Resonance Imaging). The Instructor also connects the discussion of magnetism to the concept of MRI. Magnetic resonance imaging is a technique that uses a magnetic field and radio waves to create detailed images of the organs and tissues within a human body. Most MRI machines are large, tube-shaped magnets. See Illustration below. When a patient lie inside an MRI machine, the magnetic field temporarily realigns hydrogen atoms in the body. Radio waves cause these aligned atoms to produce very faint signals, which are used to create cross-sectional MRI images. The Instructor may the Thin Client to explain the concept further.

Figure 16. Magnetic Resonance Imaging

http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/magfie.html

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SCIMATP ACTIVITY Number 5i: Create a Simple DC Motor

NOTE: The Instructor discusses the concept of an electric motor. To understand how an electric motor works, the key is to understand how the electromagnet works. An electromagnet is the basis of an electric motor. Create a simple electromagnet by wrapping 100 loops of wire around a nail and connecting it to a battery. The nail would become a magnet and have a north and south pole while the battery is connected. Take the nail electromagnet, and run an axle through the middle of it and suspend it in the middle of a horseshoe magnet as shown in the figure below.

Figure 17. Simple electromagnet

If a battery is attached to the to the electromagnet so that the north end of the nail appear as shown, from the basic law of magnetism: The north end of the electromagnet would be repelled from the north end of the horseshoe magnet and attracted to the south end of the horseshoe magnet. The south end of the electromagnet would be repelled in a similar way. The nail would move about half a turn and then stop in the position shown. This half-turn of motion is due to the way magnets naturally attract and repel one another. The key to an electric motor is to then go one step further so that, at the moment that this half-turn of motion completes, the field of the electromagnet flips. The flip causes the electromagnet to complete another half-turn of motion. If the field of the electromagnet were flipped at precisely the right moment at the end of each half-turn of motion, the electric motor would spin freely. The Instructor may use the Thin Client to further discuss the topic.-

SCIMATP ACTIVITY Number 5j: Create a Portfolio of applications of a

Semiconductor and Superconductor a. How a Semiconductor works and its applications

NOTE: The Instructor explains the concept of a semiconductor. A diode is an example of a semiconductor device. A diode allows current to flow in one direction but not the other. The instructor explains the concept of doping a semiconductor that makes an n-type and p-type silicon and what makes Silicon a semiconductor. When an n-type and p-type silicon is put together as shown in the diagram, a very interesting phenomenon that gives a diode its unique properties.

http://electronics.howstuffworks.com/motor4.htm

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Figure 18. Diode

Even though n-type silicon is a conductor, and a p-type silicon also a conductor, the combination as shown in the diagram does not conduct any electricity. The negative electrons in the n-type silicon gets attracted to the positive terminal of the battery. The positive holes in the p-type silicon get attracted to the negative terminal of the battery. No current flows across the junction because the holes and the electrons are each moving in the wrong direction. But if the battery is flip around, the diode conducts electricity. The free electrons in the n-type silicon are repelled by the negative terminal of the battery. The holes in the p-type silicon are repelled by the positive terminal. At the junction between the n-type and p-type silicon, holes and free electrons meet. The electrons fill the holes. Those holes and free electrons cease to exist, and new holes and electrons spring up to take their place. The effect is that current flows through the junction. The Instructor may further explain the concept by using the Thin Client at

b. How a Superconductor works and its applications NOTE: The Instructor explains the concept of superconductors. A superconductor is diamagnetic: it refuses to let magnetism penetrate inside it. How does that work? Stand a superconductor in a magnetic field while the electric currents flow through its surface. These currents create a magnetic field that exactly cancels the original field trying to get inside the superconductor and repelling the magnetic field outside. This is known as the Meissner effect and it explains how a superconductor levitates (float) in a magnetic field. The Instructor may further discuss the composition of a superconductor using the Thin Client at:

Figure 19. Meissner effect and superconductor levitation

http://electronics.howstuffworks.com/diode.htm

http://science.howstuffworks.com/environmental/energy/superconductivity.htm

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OUTPUT/(S):

SCIMATP ACTIVITY Number 5a: Alternative Electrical Energy Source

Fill in 10 types of alternative electrical energy source, classify if it is renewable or non-renewable source of energy, the materials used in energy production, how is energy produced, and the advantage of this energy source. Name of Energy

Classification of Energy

Materials Used in Energy Production

How is energy produced?

Advantages of this Energy source

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

SCIMATP ACTIVITY Number 5b:

Create solutions to the lingering problem of source of electricity and cost To solve the problem of high cost of electricity in the Philippines, create solutions to the lingering problem of source of electricity and cost so as not to burden Filipino consumers and to avoid problems of no electricity especially in Mindanao.

Solutions to the lingering problem of source of electricity and cost Estimated Cost

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ASSESSMENT:

Performance Task:

Alternative Electrical Energy Source /Create solutions to the lingering problem of source of electricity and cost

Assessment Checklist: The activity will be assessed based on understanding of topic (25%), presentation style (25%), Information (25%), and Use of facts (25%). Student Name: ___________________________________________________________ Rubric for Alternative Electrical Energy Source Criterion Excellent (4) Good (3) Satisfactory (2) Needs

Improvement (1)


The topic is clearly understood, the topic in-depth, and information is presented forcefully and convincingly

The topic is clearly understood, the topic in-depth, and information is presented with ease

The main points of the topic are clearly understood and presented with ease

No adequate understanding of the topic


Consistently used gestures, eye contact, tone of voice, and level of enthusiasm in a way that kept the attention of the audience

Used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience

Sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience

A presentation style that did not keep the attention of the audience

Information 25%

All information presented in the debate was clear, accurate, and thorough

Most of information presented in the debate was clear, accurate, and thorough

Most of information presented in the debate was clear, accurate, but was not usually thorough

Information had several inaccuracies or was usually not clear

Use of Facts 25%

Every major point was well supported with several relevant facts and/or examples

Every major point was adequately supported with relevant facts, and/or examples

Every major point was supported with facts and/or examples, but the relevance of some was questionable



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The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Rubric for Create solutions to the lingering problem of source of electricity and cost


Needs Improvement

(1) Creativity 30%


Design Improvement




Very good design description, very easy to understand


Without design discussion but functional


Presentation 30%

The layout is exceptionally attractive in terms of design, layout, and neatness.

The layout is attractive in terms of design, layout and neatness.

The layout is acceptably attractive though it may be a bit messy.

The layout is distractingly messy or very poorly designed. It is not attractive.


SCIMATP Activity Number 5c: Resistors in Series

Obtain the Voltage, Current, Resistance, and power of the resistors connected in series.

Voltage Current Resistance Power R1 R2 R3 Total

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SCIMATP Activity Number 5d: Resistors in Parallel

1. Obtain the Voltage, Current, Resistance, and power of the resistors connected in

parallel.

Voltage Current Resistance Power R1 R2 R3 Total

SCIMATP Activity Number 5e: Create an electrical design for Home Protection System

Create an electrical design to place a surveillance camera or protection gadget in houses

Drawing/Sketch of Design Discussion of the design Estimated cost

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ASSESSMENT

Performance Task Resistors in Series and Parallel/ Create an electrical design to place a surveillance camera or protection gadget in your house.

Assessment Checklist: The activity will be assessed based on skills (50%) and discussion of result (50%). Student Name: ___________________________________________________________ Rubric for Resistors in Series and Parallel


Needs Improvement

(1) Skills 50%

Very good skills Enthusiastic worker.

Evidence of average skills. Works willingly

Fair Skills Poor Skills


Excellent worksheet completion. Answered questions convincingly

Above average completion of worksheet. Most questions answered correctly.

Partially completed worksheet. Some questions answered correctly


Rubric Score: _______ The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________ Rubric for Create an electrical design for Home Protection System


Needs Improvement

(1) Creativity 30%


Design Improvement








Presentation 30%






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ASSESSMENT

Performance Task:

SCIMATP ACTIVITY Number 5f:

Color coding of resistors/Design a system to determine food quality Note: The Instructor may bring a box of varying resistors in the classroom. a. Resistance Measurement: (Reference: Physics Laboratory Manual 2 – VOM and Resistor Color Coding) Identify the resistance using the color coding table. Resistor 1 Resistor 2 Resistor 3 Color Code (color of bands)

Rated Value (based on color of bands)

ΩΩΩΩ ΩΩΩΩ ΩΩΩΩ

Maximum Rated Value = (rated value + tolerance


Maximum Rated Value = (rated value – tolerance


b. Design a system to determine food quality In the recent investigation of the NMIS (National Meat Inspection Services), they have apprehended “ Botsa” or double dead meat sellers in the market. Double dead meat when consumed is dangerous to health. With this, design a system to determine food quality in the market. Drawing/Sketch of Design Discussion of the design Estimated cost

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ASSESSMENT CHECKLIST The activity will be assessed based on skills (50%) and discussion of result (50%). Student Name: ___________________________________________________________ Rubric for Resistors in Series and Parallel


Needs Improvement

(1) Skills 50%









Rubric Score: _______ The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Rubric for Design a system to determine food quality


Needs Improvement

(1) Creativity 30%


Design Improvement








Presentation 30%






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ASSESSMENT

Performance Task

SCIMATP ACTIVITY Number 5g:

Meralco Bill Computation/Prepare a plan to reduce the cost of electricity

1. Obtain a Meralco Bill and identify the components using the website below:

2. Prepare a plan to reduce the cost of electricity

Title of Plan Discussion of plan

ASSESSMENT CHECKLIST

The plan will be assessed based on organization (30%), Scientific Accuracy, (40%), and presentation of explanations (30%). Student Name: __________________________________________________________ Rubric for Prepare a plan to reduce the cost of electricity


Needs Improvement

(1) Creativity 30%


Design Improvement








Presentation 30%






http://www.meralco.com.ph/customer/page-cusCare-billcomponents.html

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ASSESSMENT

Performance Task

SCIMATP ACTIVITY Number 5h: Magnetism/ Research and Create a flyer of treatments using the Magnetic Resonance

Imaging (MRI) Note: The Instructor may have a demonstration or do a the activity at the physics laboratory 1. Magnetic Field of a Permanent Magnet

(Reference: Physics Laboratory Manual 2 – Magnetic Field) a. How does a using iron filing differ from using a magnetic compass to map magnetic

field lines? How is it similar to using a magnetic compass to map magnetic field lines?

b. In terms of force or torque on a magnetic compass needle, what do the lines actually

represent? Explain. c. Do the lines ever cross each other at any point? Explain.

d. Where do the lines appear to be concentrated the most? What does this mean?

2. Research and Create a flyer of treatments using the Magnetic Resonance Imaging (MRI)

Magnetic Resonance Imaging is an imaging technique to determine treatment of certain diseases. Create a flyer to show the treatments using the Magnetic Resonance Imaging (MRI)

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ASSESSMENT CHEKLIST The inquiry based activity will be assessed based on performance (30%), skills (30%), Discussion of result (40%) Student Name: ___________________________________________________________ Rubric for Magnetism


Needs Improvement

(1) Performance 30%

Did more than his/her fair share of the work. Led the group to getting the work done on time

Did significant amount of work. Responsible for getting the work done on time

Did almost as much work as the other members of the group

Did generally less than other members of the group

Skills 30%










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The flyer will be assessed based on understanding of topic (25%), presentation style (25%), Information (25%), and Use of facts (25%). Rubric for Create a flyer of treatments using the Magnetic Resonance Imaging (MRI)


Good (3)

Satisfactory (2)

Needs Improvement

(1) Understanding of topic 25%










Information 25%





Use of Facts 25%






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ASSESSMENT

Performance Task

SCIMATP ACTIVITY Number 5i: Create a Simple DC Motor

A simple instruction to make a DC motor can be downloaded at:


The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________ Rubric for Final Product Create a Simple DC Motor


Needs Improvement

(1) Creativity 30%


Design Improvement








Presentation 30%






http://www.wikihow.com/Build-a-Simple-Electric-Motor

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ASSESSMENT

Performance Task:

SCIMATP ACTIVITY Number 5j: Create a Portfolio of applications of a Semiconductor and Superconductor

Research and create a Portfolio of applications of a Semiconductor and Superconductor.


The flyer will be assessed based on understanding of topic (25%), presentation style (25%), Information (25%), and Use of facts (25%). Student Name: ___________________________________________________________ Rubric for Create a Portfolio of applications of a Semiconductor and Superconductor


Good (3)

Satisfactory (2)

Needs Improvement

(1) Understanding of topic 25%










Information 25%





Use of Facts 25%






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Figure Credits: Figure 1. http://mossymossy.com/wp-

content/uploads/2011/09/ZapZest.Electromagnet12.jpg

Figure 2. PowerPoint lecture on Electricity








Figure 10. http://www.physics4kids.com/files/art/elec_magfield1_240x180.gif http://www.physics4kids.com/files/art/elec_magfield2_240x180.gif

Figure 11. http://withfriendship.com/images/e/22509/diamagnetism.png Figure 12.

http://cwx.prenhall.com/bookbind/pubbooks/hillchem3/medialib/media_portfolio/text_

images/CH22/FG22_07.JPG

Figure 13. http://sub.allaboutcircuits.com/images/11067.png

Figure 14. http://www.meralco.com.ph/resources/images/meralcobill-front.jpg

Figure 15. http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/imgmag/magfi.gif

Figure 16. http://static.ddmcdn.com/gif/mri-illustration.jpg

Figure 17. http://static.ddmcdn.com/gif/motor-nail-in-horseshoe.gif

Figure 18. http://static.ddmcdn.com/gif/diode.gif

Figure 19.

http://upload.wikimedia.org/wikipedia/commons/thumb/5/55/Meissner_effect_p13900

48.jpg/1280px-Meissner_effect_p1390048.jpg

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TOPIC 6 Mechanical Property of Materials

Figure 1. Testing of materials’ strength

The picture shows how materials strength are tested. The material is slowly stretched up to the fracture point.


OBJECTIVES

By the end of the lesson, the student will be able to: 1. Recall definition of Force and Friction 2. State the definition of Pressure. 3. Describe stress and strain. 4. Define Young’ s Modulus of Elasticity 5. Demonstrate how to test the strength of materials 6. Create the tallest paper tower from a single sheet of bond paper

MATERIALS/EQUIPMENT Multimedia Projector Thin Client Computer LCD Monitor Speakers Wireless Presenter with Laser Pointer SCIMATP Activity Sheet Number 7: The Paper Tower Short Bond paper Meter stick

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STUDENTS’ INITIAL IDEAS ABOUT TOPIC

1. Force is a push and pull. 2. Friction is the opposite of applied force. 3. Friction is produce between an object and a rough surface. 4. Friction is dependent on the weight of the object. 5. Pressure is related to air in the atmosphere. 6. Stress and strain is related to social behavior. 7. Different materials have different strength.

KEY POINTS FOR UNDERSTANDING 1. A force is a push or pull upon an object resulting from the object's interaction with

another object.

2. Force is a quantity that is measured using the standard metric unit known as the Newton.

3. Friction in the force exerted by a surface as an object moves across it or makes an effort to move across it.

4. Pressure is defined as force per unit area.

5. Stress is a measure of the internal force an object is experiencing per unit cross sectional area.

6. Strain is a measure of how much an object is being stretched.

7. Young's Modulus is a measure of the stiffness of a material.

PROCEDURE/ACTIVITIES AND DISCUSSION QUESTIONS:

19th Class Meeting

1. The Instructor asks the students on the definition of Force. Write the answers of the

students in the blackboard and lead the discussion to the right definition. The Instructor use the Thin Client to download the lecture at:

2. The Instructor defines the force as a push or pull upon an object resulting from the object's interaction with another object. An Illustration can be used to describe the forces involve in an object by using diagrams or arrows. The Instructor may connect the lesson to vectors and discuss simple vector diagram to show the direction of Force.

http://www.physicsclassroom.com/class/newtlaws/Lesson-2/The-Meaning-of-Force

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Figure 2. Objects’ interaction as a result of forces exerted

3. The Instructor emphasizes that whenever there is an interaction between two objects,

there is a force upon each of the objects. When the interaction ceases, the two objects no longer experience the force. Forces only exist as a result of an interaction.

4. The Instructor can also describe two types of forces: contact forces and forces

resulting from action-at-a-distance. The Instructor gives examples of contact forces which are those types of forces that result when the two interacting objects are perceived to be physically contacting each other. Examples of contact forces include frictional forces, tension forces, normal forces, air resistance forces, and applied forces. The Instructor may use the illustration to explain the concept.

http://www.school-for-

champions.com/science/images/friction_forces_example.gif

https://www.cdli.ca/courses/ep/predesign/t03/02knowledge-skills/images/activity03/force6-

tension.jpg

http://francesa.phy.cmich.edu/people/andy/physics110/

book/Chapters/Chapter3_files/image032.jpg

http://862327841196714882.weebly.com/uploads/1/7/1/0/17103630/8189981.png?232

Figure 3. Contact and Non-contact forces 5. The Instructor next defines action-at-a-distance forces which are those types of forces

that result even when the two interacting objects are not in physical contact with each other, yet are able to exert a push or pull despite their physical separation. Examples

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of action-at-a-distance forces include gravitational forces. The Instructor gives an example: the sun and planets exert a gravitational pull on each other despite their large separation. In electric forces, the protons in the nucleus of an atom and the electrons outside the nucleus experience an electrical pull towards each other despite their small separation.

http://science8morris.weebly.com/uploads/1/4/2/3/14239

239/4783377.jpg?337

http://karnatakaeducation.org.in/KOER/en/i

mages/5/51/Atom_Structure2.png Figure 4. Gravitational and electric forces

6. The Instructor discuss the unit of Force which is a quantity that is measured using the standard metric unit known as the Newton. A Newton is abbreviated by an "N." One Newton is the amount of force required to give a 1-kg mass an acceleration of 1 m/s/s. Thus, the following unit equivalency can be stated: 1 Newton = 1 kg • m/s2

7. The Instructor may show a demonstration of Forces using the PASCO Force sensor.

Figure 5. Measuring force using PASCO force sensor

8. Perform the SCIMATP Activity Number 6a: The Egg Drop Challenge

20th Class Meeting

1. The Instructor asks the students on the definition of Pressure. Write the answers of

the students in the blackboard and lead the discussion to the right definition. Pressure is defined as force per unit area.

Figure 6. Pressure and its relation to force and Area

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2. The Instructor connects the lesson to the concept of Stress and Strain. measure of the internal force an object is experiencing per unit cross sectional area. Hence, the formula for calculating stress is the same as the formula for cpressure: σ = Force (F) per unit Area (A) meter or, equivalently, Pascals).

3. On the other hand, the Instructor defines strain as putting pressure on an object that causes it to stretch. Strain is a measure of how much an object is being stretched. The formula for strain is: original length of a bar being stretched, and l is its length after it has been stretched. l is the extension of the bar, the difference between these two lengths.less.

4. The Instructor connects the lesson to Young's Modulus which is a me

stiffness of a material. It states how much a material will stretch (i.e., how much strain it will undergo) as a result of a given amount of stress. The formula for calculating it is: E = stress, N/m² or Pa.

Figure 8. Young’s modulus and stiffness of a material

NOTE: The Instructor may also expound the discussion by explain the stress vs. strain graph. A material is elastic if it is able to return to its original shape or immediately after being stretched or squeezed. Almost all materials are elastic to some degree as long as the applied load does not cause it to deform permanently. Thus, the “ flexibility” of any object or structure depends on its elastic modulus and geometric shape.slope of its stressimportant to remember that a measure of a material’ s modulus of elasticity is not a measure of strength. Strength is the stress needed to break or rupture a material (as illustrated in Figure 1), whereas elasticity is a measure of how well a material returns to its original shape and size.

SCIMATP

The Instructor connects the lesson to the concept of Stress and Strain. measure of the internal force an object is experiencing per unit cross sectional area. Hence, the formula for calculating stress is the same as the formula for c

= Force (F) per unit Area (A) where σ is stress (in Newtons per square or, equivalently, Pascals).

Figure 7. Tensile vs compressive forces

On the other hand, the Instructor defines strain as putting pressure on an object that causes it to stretch. Strain is a measure of how much an object is being stretched. The formula for strain is: ε = l delta means change in length peroriginal length of a bar being stretched, and l is its length after it has been stretched. l is the extension of the bar, the difference between these two lengths.

Instructor connects the lesson to Young's Modulus which is a mestiffness of a material. It states how much a material will stretch (i.e., how much strain it will undergo) as a result of a given amount of stress. The formula for calculating it is: E = σ/ε. Strain is unit less so Young's Modulus has the stress, N/m² or Pa.


NOTE: The Instructor may also expound the discussion by explain the stress vs. A material is elastic if it is able to return to its original shape or

immediately after being stretched or squeezed. Almost all materials are elastic to some degree as long as the applied load does not cause it to deform permanently. Thus, the “ flexibility” of any object or structure depends on its elastic modulus

eometric shape. The modulus of elasticity for a material is basically the slope of its stress-strain plot within the elastic range (as shown in important to remember that a measure of a material’ s modulus of elasticity is not

f strength. Strength is the stress needed to break or rupture a material (as illustrated in Figure 1), whereas elasticity is a measure of how well a material returns to its original shape and size.

The Instructor connects the lesson to the concept of Stress and Strain. Stress is a measure of the internal force an object is experiencing per unit cross sectional area. Hence, the formula for calculating stress is the same as the formula for calculating

is stress (in Newtons per square

Tensile vs compressive forces

On the other hand, the Instructor defines strain as putting pressure on an object that causes it to stretch. Strain is a measure of how much an object is being stretched. The

delta means change in length per lo where lo is the original length of a bar being stretched, and l is its length after it has been stretched. l is the extension of the bar, the difference between these two lengths. Strain is unit

Instructor connects the lesson to Young's Modulus which is a measure of the stiffness of a material. It states how much a material will stretch (i.e., how much strain it will undergo) as a result of a given amount of stress. The formula for

Strain is unit less so Young's Modulus has the same units as


NOTE: The Instructor may also expound the discussion by explain the stress vs. A material is elastic if it is able to return to its original shape or size

immediately after being stretched or squeezed. Almost all materials are elastic to some degree as long as the applied load does not cause it to deform permanently. Thus, the “ flexibility” of any object or structure depends on its elastic modulus

The modulus of elasticity for a material is basically the strain plot within the elastic range (as shown in the figure). It is

important to remember that a measure of a material’ s modulus of elasticity is not f strength. Strength is the stress needed to break or rupture a material

(as illustrated in Figure 1), whereas elasticity is a measure of how well a material

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Figure 9. Stress vs. Strain graph

5. The Instructor may show a demonstration of materials stress-strain experiment using

PASCO sensors.

Figure 10. Stress-strain graph using PASCO sensors

6. Perform SCIMATP Activity Number 6: The Paper Tower

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OUTPUT

SCIMATP Activity Number 6a The Egg Drop Challenge

Materials Needed: Raw egg, Sheet of newspaper, masking tape, cardboard, cotton, toilet paper, socks, glue, straws, plastic bags, balloons, material scraps, paper and pencil to record process and results Although it’ s important not to use too much packaging, some packaging is necessary. If certain kinds of products are not packaged, they will go bad or break while being transported. The trick is to use packaging that is strong but sustainable – packaging that won’ t harm the environment – and to use as little packaging as possible to get the job done. The job is to make a sustainable package that is strong enough to keep your egg in one piece while using as little packaging as possible. Activity Instructions: 1. The task is to design a package that will keep the raw egg safe, even if the egg drops

from 10 feet in the air. 2. Work with a sheet of newspaper and tape. Choose also from any of the materials

listed. 3. Brainstorm on what to do to keep the egg safe. Which materials will be use? How

will package put together? 4. Once the design is finished, gather the materials and start building. 5. When the group is ready for the drop, go to a second story floor building. In dropping

the egg, cover the floor with newspaper or a drop cloth. 6. Drop the package and check it out. Did the package kept the egg safe? NOTE for the Instructor: Ask the teams what happened during the design and construction phase Ask whether the design changed and why Identify any positive individual contributions that was noticed during the task Ask what each team (starting with the least successful) would do differently if it were

to repeat the exercise.

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ASSESSMENT

Performance Task

Design a package that keeps an egg from breaking when it is dropped from 10 feet in the air

ASSESSMENT CHECKLIST The Egg Challenge will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________ Rubric for Egg Challenge


Needs Improvement

(1) Creativity 30%


Design Improvement








Presentation 30%






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OUTPUT

SCIMATP Activity Number 6b The Paper Tower

Activity Instructions: : 1. Only a short bond paper, nothing else. 2. The tower will be measured from the table or floor to the highest point on the tower. 3. For the tower to be measured, the tower must stand freely for at least 5 seconds. 4. When thinking about solving a problem, to learn is to work on the problem. When

there is an idea about a solution to the problem, visualize when doing it. 5. Will there be any problems that might arise? If there is a problem, what would be

needed to keep the problem from happening? 6. This will help in the planning on what to do, avoiding at least some of the potential

problems. 7. What is needed to be done to make this paper a tower? 8. When there is an idea, ask how high the tower will be? 9. Think about this solution, is there another solution that will make a taller tower? 10. The tallest tower ever built by a SCIMATP student from a single piece of paper is 40

inches. Can the record be beaten? Observations 1. Look at the designs from the other groups. Describe how they are similar. 2. Look at the designs from the other groups. Describe how they are different. Analysis 3. What were the limiting factors in the tower’ s construction? 4. Did the group work well as a team? What could be done differently to be more

effective? Applications 1. What architectural elements have been incorporated into the design? Draw the design of the tower Discussion of the design

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ASSESSMENT

Performance Task

Create the tallest paper tower from a single sheet of bond paper

ASSESSMENT CHECKLIST The paper tower will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________ Rubric for Create the tallest paper tower from a single sheet of bond paper


Needs Improvement

(1) Creativity 30%


Design Improvement








Presentation 30%






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Figure Credits:

Figure 1. http://img.docstoccdn.com/thumb/orig/128049654.png

Figure 2. http://image.tutorvista.com/content/feed/tvcs/push20and20pull.JPG

Figure 3. http://www.school-for- champions.com/science/images/friction_forces_example.gif

https://www.cdli.ca/courses/ep/predesign/t03/02knowledge-skills/images/activity03/force6-tension.jpg http://francesa.phy.cmich.edu/people/andy/physics110/book/Chapters/Chapter3_files/image032.jpg http://862327841196714882.weebly.com/uploads/1/7/1/0/17103630/8189981.png?232

Figure 4:

http://science8morris.weebly.com/uploads/1/4/2/3/14239239/4783377.jpg?337 http://karnatakaeducation.org.in/KOER/en/images/5/51/Atom_Structure2.png

Figure 5. http://www.ayva.ca/images/products/ex/EX9939_330_28577.jpg http://www.ayva.ca/images/products/ex/EX9939%20SlidingFric_280_49682.jpg

Figure 6. http://www.icoachmath.com/physics/physics-dictinory/pressure.JPG

Figure 7.

http://www.ic.sunysb.edu/Class/phy141md/lib/exe/fetch.php?media=

phy141:lectures:stresses.png

Figure 8. http://hyperphysics.phy-astr.gsu.edu/hbase/images/ymod.gif

Figure 9.

http://www.pavementinteractive.org/wpcontent/uploads/2007/08/Elastic.jpg

Figure 10. http://www.pascocanada.com/Product.php?p=EX-9928B

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TOPIC 7 Optical Property of Materials

Figure 1. White light passing through a prism

The picture above shows white light entering a prism disperses different colors of

ROYGBV.


OBJECTIVES

By the end of the lesson, the student will be able to: 1. Explain the variety of behaviors, properties, and characteristics of light, 2. Describe the wave model of light. 3. State evidences for the wavelike nature of light. 4. Show the reflective, refractive, and diffractive behavior of light. 5. Recognize that a light wave is an electromagnetic wave. 6. Demonstrate the principle of polarization. 7. Illustrate the electromagnetic spectrum. 8. Describe the human eye's response to visible light. 9. Explain that light of certain frequencies can be absorbed, reflected or transmitted. 10. Describe color addition and subtraction. 11. Design a plan to lessen the dangers of ultraviolet radiation and the damage it can

cause to the Earth’ s ozone layer.

MATERIALS/EQUIPMENT

Multimedia Projector Thin Client Computer LCD Monitor Speakers Wireless Presenter with Laser Pointer

STUDENTS’ INITIAL IDEAS ABOUT TOPIC

1. Light is composed of photons. 2. Light travels in a speed of light. 3. Light can be reflected using a mirror.

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4. Refraction is the being of image in a glass of water. 5. Color white is a combination of all colors. 6. Colors can be combined to produce one color. 7. Electric and magnetic field can be combined to become electromagnetic. 8. Electromagnetic wave is how light looks like. 9. The rules for mixing color paints and crayons are the same as the rules for mixing

colored lights. 10. The primary colors for mixing colored lights are red, blue and yellow. 11. When white light passes through a colored filter, the filter adds color to the light. 12. The different colors appearing in colored pictures printed in magazines and

newspapers are produced by using different inks with all the corresponding colors. 13. Color is a property of an object, and is independent of both the illuminating light and

the receiver’ s eye. 14. White light is colorless and clear, enabling you to see the "true" color of an object. 15. When a colored light illuminates a colored object, the color of the light mixes with

the color of the object. 16. The pupil of the eye is a black object or spot on the surface of the eye. 17. The eye receives images.

KEY POINTS FOR UNDERSTANDING 1. Light exhibits wave like properties and would be difficult to explain with a purely

particle-view.

2. Light reflects, refracts, diffracts and undergoes interference in the same manner as a wave.

3. Light follows the law of reflection. The angle at which the light wave approaches a flat reflecting surface is equal to the angle at which the wave leaves the surface.

4. Light waves are known to undergo refraction. When light crosses the boundary between two media, the direction that light is bent.

5. Light waves can also diffract. Light can change in direction as it passes through an opening or around an obstacle in its path.

6. Light is an electromagnetic wave that travels through a medium.

7. Light waves that are vibrating in a variety of directions are called unpolarized light.

8. Transforming unpolarized light into polarized light is called polarization.

9. Electromagnetic waves exist with a large range of frequencies is known as the electromagnetic spectrum.

10. The narrow band of wavelengths by which humans can observe is known as the visible light spectrum.

11. Visible light region consists of a spectrum of wavelengths that range from approximately 700 nanometers (abbreviated nm) to approximately 400 nm.

12. Each individual wavelength within the spectrum of visible light wavelengths is representative of a particular color.

13. White is the combination of all the colors of the visible light spectrum.

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14. Black is the absence of the wavelengths of the visible light spectrum.

15. The color of the objects that humans see is due to the way those objects interact with light, reflect, or transmit in the human eye.

16. Three colors or frequencies of light that produce white light when combined with the correct intensity are called primary colors of light.

17. The most common set of primary colors is red (R), green (G) and blue (B).

18. When red, green and blue light are mixed or added together with the proper intensity, white (W) light is obtained.

19. Color Addition: Red light and green light when added together produces yellow (Y) light. Red light and blue light when added together produces magenta (M) light. Green light and blue light when added together produces cyan (C) light. And, red light and green light and blue light when added together produce white light.

20. Yellow (Y), magenta (M) and cyan (C) are sometimes referred to as secondary colors of light since they can be produced by the addition of equal intensities of two primary colors of light.

21. In the process of Color Subtraction, the color appearance of an object is determined by beginning with a single color or mixture of colors and identifying which color or colors of light are subtracted from the original set.

22. A laser is an instrument that makes atoms pump out photons (light particles) all at

once to line up and form a concentrated light beam.

PROCEDURE/ACTIVITIES AND DISCUSSION QUESTIONS

21st Class Meeting 1. The Instructor starts the lesson by asking the students what is light. The Instructor

may extending the question by asking what is light made of. Is light a wave or a stream of particles? You may ask your students to vote for their answers if it is a wave, a stream of particles, or both and lead them to the correct answer. The Instructor may use the Thin Client to further explain the concept of light at:

Figure 2. Dual nature of Light

2. The Instructor explains that light exhibits certain behaviors that are properties of a

wave and would be difficult to explain with a purely particle-view. For example, light reflects, refracts, diffracts and undergoes interference in the same manner as a wave.

http://www.physicsclassroom.com/class/light/Lesson-1/Wavelike-Behaviors-of-Light

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http://share.ehs.uen.org/system/files/Picture%203_66.png

http://share.ehs.uen.org/system/files/Picture%204_44.png

Figure 3. Properties of light

3. Since light is a wave, the Instructor emphasizes that waves are known to undergo reflection or bouncing off of an obstacle. For example, the reflection of a light waves on a mirrored surface results in the formation of an image. One characteristic of a wave reflection is that the angle at which the wave approaches a flat reflecting surface is equal to the angle at which the wave leaves the surface. Light, follows the law of reflection when bouncing off surfaces.

Figure 4. Law of Reflection of light

4. The Instructor also explains that light waves are known to undergo refraction when

they pass from one medium to another medium. That is, when a light wave crosses the boundary between two media, the direction that the light wave is moving undergoes a sudden change and the path is bent.

Figure 5. Refraction of Light

5. The Instructor asks the students, do light waves bend around obstacles and through

openings? Light waves can also diffract. The Instructor explains that diffraction involves a change in direction of waves as they pass through an opening or around an obstacle in its path.

Figure 6. Diffraction of Light

6. The Instructor explains that light is an electromagnetic wave that travels through a

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medium. For example, light emitted by the sun, by a lamp in the classroom, or by a candle flame is unpolarized light since its light waves are vibrating in a variety of directions. The Instructors emphasizes that it is possible to transform unpolarized light into polarized light. This process is known as polarization.

Figure 7. Polarization of Light

7. The Instructor gives an example of polarization. A Polaroid filter is made of a special

material that is capable of blocking one of the two planes of vibration of an electromagnetic wave. It is a device that filters out one-half of the vibrations upon transmission of the light through the filter. It is also able to polarize light because of the chemical composition of the filter material. The Instructor may use the Thin Client to show an example of a Polaroid filter:

Figure 8. Polaroid filter

8. The Instructor also explains that electromagnetic waves exist with a large range of

frequencies known as the electromagnetic spectrum which is divided into specific regions. The subdividing of the entire spectrum into smaller spectra is done mostly on the basis of how each region of electromagnetic waves interacts with matter. The longer wavelength, lower frequency regions are located on the far left of the spectrum and the shorter wavelength, higher frequency regions are on the far right. Two very narrow regions within the spectrum are the visible light region and the X-ray region. The Instructor may use the Thin Client to show the electromagnetic spectrum chart:

• https://www.youtube.com/watch?v=e8aYoLj2rO8

http://www.lbl.gov/MicroWorlds/ALSTool/EMSpec/EMSpec2.html

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Figure 9. Electromagnetic Spectrum

9. The Instructor focuses on the visible light region which is the very narrow band of

wavelengths located to the right of the infrared region and to the left of the ultraviolet region. Though electromagnetic waves exist in a vast range of wavelengths, human eyes are sensitive to only a very narrow band called the visible light spectrum. This visible light region consists of a spectrum of wavelengths that range from approximately 700 nanometers (abbreviated nm) to approximately 400 nm. Expressed in the range of wavelengths that extends from 7 x 10-7 meter to 4 x 10-7 meter. This narrow band of visible light is known as ROYGBIV.

10. Perform SCIMATP Activity Number 7a: Law of Reflection and Law of Refraction/

Create a Lighting Design in a Living Room.

22nd Class Meeting 1. At the continuation of the lesson about light, the Instructor connects the discussion to

the retina of the human eye. The Instructor emphasizes that each individual wavelength within the spectrum of visible light wavelengths is representative of a particular color. That is, when light of that particular wavelength strikes the retina of the human eye, it perceives a specific color sensation. When all the wavelengths of the visible light spectrum strike the human eye at the same time, white is perceived. The sensation of white is not the result of a single color of light. Rather, the sensation of white is the result of a mixture of two or more colors of light. Thus, when visible light is the mix of ROYGBIV, it is referred to as white light. The Instructor may use the Thin Client to explain the topic.

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Figure 10. Parts of the Human Eye

2. The Instructor explains further that white is not a color at all. Rather, white is the

combination of all the colors of the visible light spectrum. If all the wavelengths of the visible light spectrum give the appearance of white, then none of the wavelengths would lead to the appearance of black. Moreover, black is not actually a color. Black is merely the absence of the wavelengths of the visible light spectrum. So in a room with no lights and everything around appears black, it means that there are no wavelengths of visible light striking the human eye.

http://images.tutorvista.com/cms/images/81/Visible-spectrum-Primary-colour-and-Secondary-

colour.PNG http://ww.colorcodehex.com/cmyk-colors.jpeg

Figure 11. Color combination

3. The Instructor asks the students where color comes from. The color of the objects that humans see is due to the way those objects interact with light, reflect, or transmit in the human eye. Any visible light that strikes the object and becomes reflected or transmitted to the eyes will contribute to the color appearance of that object. The only role that the object plays is that it might contain atoms capable of selectively absorbing one or more frequencies of the visible light that shine upon it. So if an object absorbs all of the frequencies of visible light except for the frequency associated with green light, then the object will appear green in the presence of ROYGBIV.

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Figure 12. Reflection and absorption of light

4. The Instructor discusses that three colors or frequencies of light that produce white

light when combined with the correct intensity are called primary colors of light. The most common set of primary colors is red (R), green (G) and blue (B). When red, green and blue light are mixed or added together with the proper intensity, white (W) light is obtained. This is often represented by the equation below: R + G + B = W

Figure 13. Primary and secondary colors

5. The Instructor explains the process of color addition rules. Example, red light and

green light when added together produces yellow (Y) light. Red light and blue light when added together produces Purple (P) light. Green light and blue light when added together produces cyan (C) light. And, red light and green light and blue light when added together produce white light. This is sometimes demonstrated by the following color equations:

R + G = Y, R + B = P, G + B = C NOTE: Yellow (Y), purple (P) and cyan (C) are sometimes referred to as secondary colors of light since they can be produced by the addition of equal intensities of two primary colors of light.

6. The Instructor also explains the process of color subtraction. To begin, consider white

light to consist of the three primary colors of light: red, green and blue. If white light is shining on a shirt, then red, green and blue light is shining on the shirt. If the shirt absorbs blue light, then only red and green light will be reflected from the shirt. Red and green light striking your eye always gives the appearance of yellow; for this reason, the shirt will appear yellow. This discussion illustrates the process of color subtraction. In this process, the ultimate color appearance of an object is determined

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by beginning with a single color or mixture of colors and identifying which color or colors of light are subtracted from the original set. The process is depicted in terms of an equation:

W - B = (R + G + B) - B = R + G = Y 7. Perform SCIMATP Activity Number 7b: Producing Common Colors/ 7c: Design a

plan to lessen the dangers of ultraviolet radiation and the damage it can cause to the Earth’ s ozone layer

NOTE: The following activities can also be performed: SCIMATP Activity Number 7d: How a LASER, LED, and Fiber Optics work and

its applications

c. How lasers work

The Instructor explains how a laser works. A laser is an instrument that makes atoms pump out photons (light particles) all at once to line up and form a concentrated light beam. An example would be a red laser that contains a long crystal made of ruby (shown below as a red bar) with a flash tube (yellow zig-zag lines) wrapped around it. The flash tube looks a bit like a fluorescent strip light, only it's coiled around the ruby crystal and it flashes every so often like a camera's flash gun. The Instructor may use the Thin Client to further explain the topic.

Figure 14. Schematic diagram of a laser

Consider the number ordering, this is the flash tube and the crystal makes the laser light.

1. A high-voltage electric supply makes the tube flash on and off. 2. Every time the tube flashes, it "pumps" energy into the ruby crystal. The

flashes it makes injects energy into the crystal in the form of photons. 3. Atoms in the ruby crystal (green circle) grips this energy in a process called

absorption. When an atom absorbs a photon of energy, one of its electrons jumps from a low energy level to a higher one. This puts the atom into an excited state, but makes it unstable. Because the excited atom is unstable, the electron can stay in the higher energy level only for a few milliseconds. It falls back to its original level, giving off the energy it absorbed as a new photon of light radiation (small blue circle). This process is called spontaneous emission.

4. The photons that atoms gives off goes up and down inside the ruby crystal, traveling at the speed of light.

5. Every so often, one of these photons hits an already excited atom. When this

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happens, the excited atom gives off two photons of light instead of one. This is called stimulated emission. Now one photon of light has produced two, so the light has been amplified (increased in strength). In other words, "light amplification" (an increase in the amount of light) has been caused by "stimulated emission of radiation" (hence the name "laser", because that's exactly how a laser works!)

6. A mirror at one end of the laser tube keeps the photons bouncing back and forth inside the crystal.

7. A partial mirror at the other end of the tube bounces some photons back into the crystal but let some escape.

8. The escaping photons form a very concentrated beam of powerful laser light.

d. How an LED works

The Instructor explains how an LED works. An LED emitter is called a diode, and a not a bulb. A diode is a device that conducts an electrical current in only one direction. A bulb is not a diode since it will work with an electrical current flowing through it in either way. The Instructor may use the Thin Client to further explain the topic.

Figure 15. Light emitting diode

An LED is made up of semiconductors, which are materials that have a varying ability to conduct electricity. Inside of an LED, there are two types of semiconductors: one that has an abundance of electrons (n-type) and one that has room for more electrons (p-type). The p-type semiconductor can be thought of as having many holes for electrons to fall into. The flow of electrons is what we normally call electricity. When an electrical current is applied to the diode, electrons travel from the n-type side to the p-type side. When the electrons fall into one of the holes in the p-type side releases energy. What can happen when an electron releases energy is really amazing, though. The energy from the electron falling into the hole is released in the form of a photon, which is a particle of light. This continuous movement of electrons falling into the holes releases light, causing the LED to glow. This phenomena doesn't create much heat, so it's a lot more efficient than an incandescent bulb.

e. How Fiber Optics Work

The Instructor explains how a fiber optics works. A fiber-optic cable is made up thin strands of glass or plastic known as optical fibers. Each one is less than a tenth as thick as a human hair. Fiber-optic cables carry information between two places using entirely optical (light-based) technology. Suppose an information from a computer will be sent using fiber optics. The computer can be hooked up to a laser, which would

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convert electrical information from the computer into a series of light pulses. After traveling down the cable, the light beams would emerge at the other end. A photoelectric cell (light-detecting component) will turn the pulses of light back into electrical information so the computer could understand. The Instructor may use the Thin Client to further explain the topic.

Figure 16. Fiber optics

Light travels down a fiber-optic cable by bouncing repeatedly off the walls. Each tiny photon (particle of light) bounces down the pipe. Expect a beam of light, traveling in a clear glass pipe, simply to leak out of the edges. But if light hits glass at a really shallow angle (less than 42 degrees), it reflects back in again as though the glass were a mirror. This phenomenon is called total internal reflection. It's one of the things that keeps light inside the pipe. The other thing that keeps light in the pipe is the structure of the cable, which is made up of two separate parts. The main part of the cable in the middle is called the core and that's the bit the light travels through. Wrapped around the outside of the core is another layer of glass called the cladding. The cladding's job is to keep the light signals inside the core. It can do this because it is made of a different type of glass to the core. (More technically, the cladding has a higher refractive index than the core. Light travels slower in the cladding than in the core. Any light that tries to leak into the cladding tends to bend back inside the core.)

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OUTPUT

SCIMATP Activity Number 7a Law of Reflection and Law of Refraction/ 7b:

Create a Lighting Design in a Living Room

Note: This activity can be performed in the physics laboratory or the Instructor may perform a demonstration. 1. Law of Reflection: (Reference: PASCOS’ s Law of Reflection Experiment) a. The Law of Reflection has two parts. State both parts.

b. You were asked to measure the angle of reflection when the ray was incident on

either side of the normal to the surface of the mirror. What advantages does this provide?

c. Physicists expend a great deal of energy in attempts to increase the accuracy with

which an exact law can be proven valid. How might test of the Law of Reflection to a higher level of accuracy than in the experiment you just performed?

2. Law of Refraction (Reference: PASCOS’ s Law of Refraction Experiment) a. In performing the experiment, what difficulties did you encounter in measuring the

angle of refraction for large angles of incidence?

b. Was all the light of the ray refracted? Was some reflected? How might you have used

the Law of Reflection to test the alignment of the Cylindrical Lens? c. How does averaging the results of measurements taken with the incident ray striking

from either side of the normal improve the accuracy of the results?

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SCIMATP Activity Number 7b Create a Lighting Design in a Living Room

A good lighting design can define a house and its interior design. The role that natural light can play in the overall feel and ambience of a house should not be overlooked. When creating a lighting scheme, natural light should be a starting point, as it is not just electrical light that can make a difference. With this in mind, create a lighting design that will allow natural light enter in a living room. Draw the Lighting Design Discussion of the Lighting Design Estimated Cost

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ASSESSMENT

Performance Task Law of Reflection and Law of Refraction /Create a lighting design in a living room


The inquiry based activity will be assessed based on performance (30%), skills (30%), Discussion of result (40%) Student Name: ___________________________________________________________ Rubric for Law of Reflection and Law of Refraction

Criterion Excellent (4) Good (3) Satisfactory (2) Needs Improvement

(1) Performance 30%





Skills 30%









Rubric Score: _______ The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________ Rubric for Create a lighting design in a living room


(1) Creativity 30%


Design Improvement








Presentation 30%






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SCIMATP Activity Number 7b Producing Common Colors

1. Make a table to show how the three primary color pigments are combined to produce common colors such as blue, red, yellow, green, purple, brown, and black.

Three primary pigments Product Color

Blue

Red

Yellow

Green

Purple

Brown

Black

SCIMATP Activity Number 7c Design a plan to lessen the dangers of ultraviolet radiation

Ultraviolet can cause harm to humans and to the earth’ s atmosphere. Design a plan to lessen the risks and damage it can cause to health and the environment. Title of Plan Discussion of Plan

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ASSESSMENT

Performance Task

Producing Common Colors/Design a plan to lessen the dangers of ultraviolet radiation and the damage it can cause to the Earth’ s ozone layer

ASSESSMENT CHECKLIST The color activity will be assessed based on skills (50%), and discussion of result (50%). Student Name: ___________________________________________________________ Rubric for Temperature Conversions


(1) Skills 50%









Rubric Score: _______ The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Rubric for Design a plan to lessen the dangers of ultraviolet radiation


(1) Performance 30%





Skills 30%










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ASSESSMENT

Performance Task

SCIMATP Activity Number 7d Create a brochure on the different applications of a LASER, LED, and Fiber Optics Research and create a brochure on the different applications of a LASER, LED, and Fiber Optics.

ASSESSMENT CHECKLIST The brochure will be assessed based on organization (30%), Scientific Accuracy, (40%), and presentation of explanations (30%). Student Name: ___________________________________________________________ Rubric Create a brochure on the different applications of a LASER, LED, and Fiber Optics


Needs Improvement

(1) Organization 30%


Manuscript is organized but lacks certain key elements.

Manuscript show organization but has several portions that are not relevant.

Manuscript is disorganized and the flow of information and arguments are confusing.


Scientific explanations or facts presented/cited are 100% accurate.

Scientific explanations or facts presented/cited show some inaccuracies.

Scientific explanations or facts presented/cited show a significant number of inaccuracies



Arguments and explanations presented are clear, valid, and convincing.

Arguments presented are clear, valid, and convincing but has several flaws.

The arguments and explanations presented only partially addressed the problem.

The arguments and explanations presented do not in any way address the problem.


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Figure Credits:

Figure1. http://files.abovetopsecret.com/files/img/wb5064c815.jpg

Figure 2. http://www.nobelprize.org/educational/physics/quantised_world/w-p- images/wp.gif Figure 3. http://share.ehs.uen.org/system/files/Picture%203_66.png http://share.ehs.uen.org/system/files/Picture%204_44.png

Figure 4.

http://spaceguard.rm.iasf.cnr.it/tumblingstone/dictionary/img/reflection.gif

Figure 5. https://chemicalparadigms.wikispaces.com/file/view/65018453.JPG/33790803/65018453.JPG

Figure 6. http://www.gcsescience.com/Diffraction-Water-Waves.gif

Figure 7. http://oceanexplorer.noaa.gov/explorations/05deepscope/background/polarization/media/polarization_408.jpg Figure 8. http://www.physicsclassroom.com/Class/light/u12l1e2.gif

Figure 9. http://www.sura.org/commercialization/docs/SURA_EMS_chart_full.jpg

Figure 10. http://ffden-2.phys.uaf.edu/103_fall2003.web.dir/Angela_Totemoff/images/eye%20drawing.gif

Figure 11.

http://images.tutorvista.com/cms/images/81/Visible-spectrum-Primary-colour-and-Secondary-colour.PNG http://ww.colorcodehex.com/cmyk-colors.jpeg

Figure 12. http://jonnyshotspot.edublogs.org/files/2011/02/Eye-pv043j-300x225.jpg

Figure 13. https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTki8OIGKcGbIybdHGyEp43-cFzNwHb2OahRrxr5qi6lEM_UZ_W

Figure 14. http://cdn4.explainthatstuff.com/laser.png

Figure 15. http://www1.eere.energy.gov/buildings/ssl/how.html

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TOPIC 8 Deteriorative Property of Materials

Figure 1. Corroded metal

The picture shows a large piece of metal, a remnant of a ship corroded by salt water. How

can this be prevented?


OBJECTIVES

By the end of the lesson, the student will be able to: 1. Distinguish conditions on how materials deteriorate. 2. Explain how materials are change physically due to its deterioration. 3. Describe the conditions that cause physical deterioration of materials. 4. Illustrate the conditions that cause deterioration of materials because of chemical

reaction. 5. Show the conditions that cause materials to deteriorate because of biological effect. 6. Create a protective design for the proposed final product

MATERIALS/EQUIPMENT Multimedia Projector Thin Client Computer LCD Monitor Speakers Wireless Presenter with Laser Pointer

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STUDENTS’ INITIAL IDEAS ABOUT TOPIC 1. Metals do not deteriorate, it corrodes. 2. Corrosion of metal has something to do with exposure to oxygen. 3. The process of oxidation is the chemical reaction of metal to oxygen. 4. Plastics do not deteriorate. 5. Wood deteriorates because of termites. 6. Metals are protected from corrosion using paint.

KEY POINTS FOR UNDERSTANDING 1. Corrosion is the deterioration of a material as a result of a reaction with its

environment, especially with oxygen.

2. Metals, including wood, ceramics, and plastics deteriorate.

3. The environmental factors that affect degradation in wood are biological organisms and risk of wetting or permanent contact with water.

4. The physical and mechanical effects of degradation in wood are change in cross-sectional dimensions, swelling, and shrinkage.

5. A molecule of polyethylene is nothing more than a long chain of carbon atoms, with two hydrogen atoms attached to each carbon atom.

6. Microorganisms can decompose low density polyethylene.

7. Elastomers can cause plastics to melt due to prolonged contact.

8. Metals corrode because it reacts with oxygen in the atmosphere, particularly under moist conditions called oxidation.

9. There are various ways to protect metals. Finishing treatments can be applied to metals, which includes: sacrificial protection, design features, anodizing of aluminum, and protective coating.

PROCEDURE/ACTIVITIES AND DISCUSSION QUESTIONS

23rd Class Meeting

1. The Instructor may start the lesson by asking the students what is deterioration. In

terms of materials, the Instructor may extend the question by asking what makes a material deteriorate. Write the answers in the blackboard and lead the students to the correct answer. Corrosion is the deterioration of a material as a result of a reaction with its environment, especially with oxygen and the process called is oxidation. The Instructor may use the thin client to further explain the concept of Corrosion and use the PowerPoint presentation about degradation of materials.

2. The Instructors explains that although the term is usually applied to metals, other materials, such as wood, ceramics, and plastics, deteriorate at the surface to varying degrees when they are exposed to certain combinations of ultraviolet light, liquids,


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gases or contact with other solids. 3. The Instructor gives the first example: Wood. The environmental factors that affect

degradation in wood are: biological organisms and risk of wetting or permanent contact with water. What are the biological organisms that affect wood? An example would be fungi and insects. Wood is susceptible to biological organism attack when the moisture content exceeds 20%.

Figure 2. Degradation of wood

4. The Instructor explains the physical and mechanical effects of degradation in wood.

The effects are change in cross-sectional dimensions, swelling and shrinkage. Because of this, the strength and stiffness decrease as moisture content increases. Durability is affected and coatings can be compromised.

Figure 3. Effects of degradation in wood

5. The Instructor gives another example: Plastics. The Instructors ask students on the

definition of polyethylene and asks to give examples. Polyethylene is the most popular plastic in the world. This is a polymer that makes grocery bags, shampoo bottles, children's toys, and even bullet proof vests. For such a versatile material, it has a very simple structure, the simplest of all commercial polymers. A molecule of polyethylene is nothing more than a long chain of carbon atoms, with two hydrogen atoms attached to each carbon atom. It is widely accepted that plastics do not corrode but however microorganisms can decompose low density polyethylene.

Figure 4. Different plastic materials

Note: Microorganisms are important to life on Earth, acting as decomposers in various ecosystems and playing a vital role in the nitrogen cycle. Types of microorganisms include bacteria, fungi, types of algae and plankton. Microorganisms make their home on food, plants, humans and lots of other living things. Microorganisms live in decaying leaves, diseases, moldy fruit, yeast in breads,

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bacteria in yoghurt, salmonella in uncooked food and more.

6. As the discussion progresses, the Instructor extends the topic to Elastomers. Students are asked to give an example of an elastomer. Elastomer means rubber. Some polymers which are elastomers include polyisoprene or natural rubber, polybutadiene, polyisobutylene, and polyurethanes. What makes elastomers special is the fact that it bounces. What makes elastomers special is that it can be stretched many times its original length and can bounce back into its original shape without permanent deformation. Elastomers can cause other plastics to corrode or melt due to prolonged contact.

Figure 5. Corrosion of plastics caused by elastomers

7. The Instructor also explains that ultraviolet light can also weaken certain plastics and produce a faded appearance on the exposed surface. Temperature is also a factor, since hot temperature can weaken or melt certain plastics even at relatively low temperatures. Cold temperature can cause some plastics to become brittle and fracture under pressure. Furthermore, biological effect such as mold can grow on plastics in moist humid conditions. Biodegradation can cause chemical breakdown in the body of synthetic solid phase polymers.

Figure 6. Effect of UV light on plastics

8. The Instructor gives another example: Metals. Metals corrode because they react with oxygen in the atmosphere, particularly under moist conditions which is called oxidation. Ferrous metals such as steel are particularly susceptible to oxidation and require ongoing maintenance or they will suffer inevitable structural failure. To avoid failure, the choice of metal, environmental location, and design features must all be considered carefully. Some non-ferrous metals are resistant to corrosion, such as. Copper and Zinc. They form strong oxides on their surfaces and these protect the metal from further oxidation. As the discussion progresses, most corrosion of ferrous metals also occur by electro-chemical reaction. This is also known as wet corrosion. Electrochemical corrosion can occur when two different metals are involved and if there is an electrolyte present.

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Figure 7. Corrosion of metals because of oxidation

9. The Instructor extends his discussion on Electro-chemical reaction. When two

dissimilar metals are placed in a jar of electrolyte such as sea water, an electric current is produced.

Figure 8. Electrochemical reaction

10. Designers must be aware of the Galvanic Series. The potential difference between the two metals determines which metal will corrode. In the environment, rainwater can act as an electrolyte. If one of the metals will be eaten away such as the anode if it is higher in the order of the Galvanic Table. Using the Thin Client, the Galvanic table can be downloaded at

Note: For any combination of dissimilar metals the metal which is higher on the table will act as an anode and corrode preferentially

http://www.zygology.com/productcart/pc/Galvanic-Corrosion-Chart.html

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24th Class Meeting 1. The Instructor also explains that there are various ways to protect metals. Finishing

treatments can be applied to metals, which includes: sacrificial protection, design features, anodizing of Aluminum, and protective coating such as paint, plastic, metal, and electro plating

2. The Instructor discusses the different examples of metal protection. First is Sacrificial

Protection is where one metal is deliberately sacrificed to protect another. For example, a slab of magnesium, aluminum or zinc is attached to a wooden hull near a propeller. This becomes the anode and corrodes while the expensive propeller is protected. The anode must be replaced regularly.

Figure 9. Cathodic protection of metals

3. Next, the Instructor gives also importance in the design features to avoid corrosion, or

provide extra protection. For stressed parts, such as elbows, folds and bends, emphasis should be made on the design to avoid crevices or sumps that retain moisture. Also to reduce galvanic effect is by careful selection of metals or by design detailing or selecting an appropriate alloy.

Figure 10. Design features to avoid corrosion

4. The Instructor explains anodizing of aluminum which is an electrolytic process that

increases the thickness of aluminum's naturally occurring protective oxide film. The organic acid electrolytes will produce harder films and incorporate dyes to give the coating an attractive color.

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Figure 11. Protective oxide film in tumblers and music players

5. For protective coating, the Instructor starts with paint. Paint is widely used particularly to protect steel. It is not effective over time and under certain conditions and it must be renewed regularly, often at considerable expense. The more effective paints contain lead, zinc or aluminum in suspension. Part of the protection they provide is sacrificial.

6. The Instructor also mentions that plastics can be used. A variety of plastic coatings

exist which includes brush on coating, electrostatic spraying, and hot dipping in fluidized tank. The best protective coating for metal is hot dipping, powder cementation, metal spraying, metal cladding, and electroplating. Electroplating is the chemical effect of an electric current to provide a decorative and/or protective metal coating to another metal object.

7. The Instructor discusses the effect of corrosion on the mechanical and physical

properties of metal. One would be the reduction of metal thickness leading to loss of strength or complete structural failure. Another would be localized corrosion leading to crack like structure. It produces a weakening in comparison to the amount of metal lost. If the metal is being used, this may lead to fatalities and injuries due to structural failure. An example would be metals used for bridges, buildings, or aircraft.

8. The Instructor also emphasizes other environmental considerations such as

contamination of fluids and foodstuffs in pipes and containers, leakage of potentially harmful pollutants and toxins into the environment.

9. Perform SCIMATP Activity number 8a: Failure Analysis of Materials/ 8b: Protective

Design of Products

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OUTPUT(S):

SCIMATP Activity Number 8a Failure Analysis of Materials

Product Possible Cause of Failure Solution Computer/laptop/netbook

Cell Phone/ IPhone

Tablet/IPAD

Television/LED/LCD/Plasma TV

Radio/IPod

Earphone

Thumb drive or USB

Others

SCIMATP Activity Number 8b Protective Design of Products

Create a protective design of the proposed final product. Draw the Protective Design Discussion of the design Estimated cost

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ASSESSMENT

Performance Task:

Failure Analysis of Materials /Create a protective design for the proposed final product.


The failure analysis activity will be assessed based on skills (50%), and discussion of result (50%). Student Name: ___________________________________________________________ Rubric for Temperature Conversions


(1) Skills 50%









Rubric Score: _______ The design will be assessed based on creativity (30%), design performance (40%), and presentation of result (30%). Student Name: ___________________________________________________________ Rubric for Create a protective design for the proposed final product.


(1) Creativity 30%


Design Improvement








Presentation 30%






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Figure Credits:

Figure 1. http://1.bp.blogspot.com/_ScgoDLcT4QI/THgEgMuWcAI/AAAAAAAACSI/YyTcMMF-1yI/s1600/corrosion.jpg

Figure 2. PowerPoint Presentation, Degradation of Materials) Figure 3. PowerPoint Presentation, Degradation of Materials) Figure 4. http://www.sabk.net/images/inner/polyethylene_products_img.jpg Figure 5. PowerPoint Presentation, Degradation of Materials Figure 6. PowerPoint Presentation, Degradation of Materials Figure 7. PowerPoint Presentation, Degradation of Materials Figure 8. PowerPoint Presentation, Degradation of Materials Figure 9. PowerPoint Presentation, Degradation of Materials Figure 10. PowerPoint Presentation, Degradation of Materials Figure 11. PowerPoint Presentation, Degradation of Materials

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References

1. Bloomfield, Louis (2009) How Things Work: The Physics of Everyday Life, John

Wiley and Sons, Inc. 2. Callister, William D., Rethwisch, David G., (2009) Materials Science and

Engineering: An Introduction, John Wiley and Sons; 8th edition 3. Hewitt, Paul (2005) Conceptual Physics (7th ed.), Addison Wesley 4. Jones, E., Childers, R. (2001), Contemporary college physics (3rd edition) Boston:

Mc-Graw Hill Companies, Inc. 5. Serway, R. (1996), Physics for scientists and engineers with modern physics (4th

edition). Chicago: Saunders College Publishing. 6. Physics Laboratory Manual 1 Experiment Significant Figures 7. Physics Laboratory Manual 1 Graphs and Equations 8. Physics Laboratory Manual 1 Errors 9. PowerPoint Presentation: Introduction to Materials 10. PowerPoint Presentation: Energy: Changes and Form 11. PowerPoint Presentation: Heat 12. PowerPoint Presentation: Electricity 13. PowerPoint Presentation: Degradation of Materials Image and Figure credits: 1. http://cdn.xump.com/What-is-Physics-About-300A.jpg 2. http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_20

12/Chapter1_2012/images/Physics-of-Cars.jpg 3. http://www.batesville.k12.in.us/physics/phynet/mechanics/Images/mech_diagram.gif 4. http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_20

12/Chapter1_2012/images/Branches_of_Physics.jpg 5. http://2.bp.blogspot.com/-q9gV3fjDj_c/UQ3Ec9z34GI/AAAAAAAADxA/9i-

peZzryQY/s1600/measurements.jpg 6. http://mrtremblaycambridge.weebly.com/uploads/9/7/8/8/9788395/___6495749_orig.png 7. https://www.grc.nasa.gov/www/k-12/airplane/Images/vectors.gif 8. http://www.meritnation.com/img/shared/discuss_editlive/1662418/2012_01_21_18_23_23/5.png 9. http://pad3.whstatic.com/images/thumb/4/4e/Calculate-Velocity-Step-1.jpg/670px-Calculate-

Velocity-Step-1.jpg 10. http://www.expertsmind.com/CMSImages/1815_Basic%20S.I.%20Units%20and%20its%20derived%

20unit1.png 11. http://www.flinnsci.com/store/catalogPhotos/AP6899cat.jpg 12. http://drawinghand.files.wordpress.com/2013/05/napkin-6.jpg 13. http://www.igi-usa.com/images/identificationreport.jpg 14. http://mrtremblaycambridge.weebly.com/uploads/9/7/8/8/9788395/_1727029_orig.png 15. http://mrtremblaycambridge.weebly.com/uploads/9/7/8/8/9788395/_7728330_orig.jpg 16. http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_20

12/Chapter1_2012/images/graph1.gif 17. http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_20

12/Chapter1_2012/images/graph2.gif 18. http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyguides/Physics_20

12/Chapter1_2012/images/graph3.gif 19. http://www.fao.org/docrep/007/y5019e/y5019e05.gif 20. http://www.pbs.org/wgbh/nova/assets/img/materials-changed-history/image-01-large.jpg 21. http://studentweb.usq.edu.au/home/W0099066/images/Bonding/delocalised.jpg 22. http://thelibraryofmanufacturing.com/images/ceramic_bonding.jpg 23. http://injectionmoldingonline.com/Images/polymers.bmp 24. http://www.pslc.ws/macrog/kidsmac/images/composex.gif 25. http://www.electrical4u.com/wp-content/uploads/2013/02/conduction-band1.gif 26. http://www.uweb.engr.washington.edu/images/research/introbiomattutorial.jpg 27. http://www.noritake.co.jp/eng/company/dev/files/nano05.gif 28. http://linoit.com/entry/image/2841351 29. http://wwwold.ajou.ac.kr/~chem/picture/EM-Spectrum2.jpg 30. http://media-3.web.britannica.com/eb-media/03/72203-035-4D92BDBC.jpg 31. http://www.fccj.us/chm1025/FormsOfEnergy_files/image003.gif 32. http://www.physicsclassroom.com/mmedia/energy/ce.gif

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33. http://2.bp.blogspot.com/-B-6gSM0wsXw/UC_bwvm7ooI/AAAAAAAABAw/1y1TIhYkcpc/s1600/seven.png

34. http://lunar.thegamez.net/greenenergyimage/sources-of-thermal-energy/and-geothermal-sources-and-the-man-made-sources-are-geysers-550x384.jpg

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Online resources: 1. http://whs.wsd.wednet.edu/faculty/busse/mathhomepage/busseclasses/physics/studyg

uides/Physics_2012/Chapter1_2012/Chapter1_2012.html

DLSU -SCIMATP

2. http://galileo.rice.edu/galileo.html 3. http://www.biography.com/people/isaac-newton-

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Light 34. https://www.youtube.com/watch?v=e8aYoLj2rO8 35. http://www.lbl.gov/MicroWorlds/ALSTool/EMSpec/EMSpec2.html

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